11/10/08

111/10/08

Mozart, Einstein, & Leonardo de VinciMozart, Einstein, & Leonardo de Vinci

Interaction Effects in College Course Interaction Effects in College Course

grades and choice of academic majorgrades and choice of academic major

Prof. Richard OldrieveProf. Richard Oldrieve

Bowling Green State Univ.Bowling Green State Univ.

Cell phone: 440-463-4031Cell phone: 440-463-4031

E-mail: [email protected]: [email protected]

Owens CCOwens CCAnne Bullerjahn Anne Bullerjahn

BGSUBGSUDaria FilipovaDaria Filipova

David MeelDavid MeelChris KeilChris KeilAnn BraggAnn Bragg

Cynthia BertelsenCynthia BertelsenMohammed DarabieMohammed Darabie

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Why are you here?Why are you here?

Turn to your neighbor Turn to your neighbor

and discussand discuss

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Full Disclosure: relatives who are artists who Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calderinclude my brother, niece, & Alexander Calder

Pictured donated by Steve Van HooksPictured donated by Steve Van Hooks


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COSMOS Teaching and Learning COSMOS Teaching and Learning Community Community at BGSUat BGSU

• Key funding for the 3-D portion of these results comes from the COSMOS math and science teaching consortium of North West Ohio.

• In fall of 2007, a sub-group of COSMOS college professors formed a sub-committee to research the effects of visualization ability on math and science students at BGSUBGSU and Owens Owens Community CollegeCommunity College.


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Three Research Questions Three Research Questions related to visualization: related to visualization:

•Does Visualization Skill predict course grades?

•Do certain courses improve visualization skills more than others?

•Can Courses be changed to improve visualization skill?

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• After searching the literature the Purdue Visualization and Spatial Test of Rotations was chosen for several reasons:

• Used widely in math & science ed at college.• Short 10 minute span.• Open source—FREE!

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How do you think you would How do you think you would do on 3-D visualization?do on 3-D visualization?




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Overall Percent on 3-D RotationsOverall Percent on 3-D RotationsMean of 60 Mean of 60 (numbers change slightly in later analysis)(numbers change slightly in later analysis)

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Male vs Female 3-D RotationsMale vs Female 3-D Rotations

74.07 59.58

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Oldrieve a reading assessment prof added Oldrieve a reading assessment prof added FastFast to to Slow Slow Processing TheoryProcessing Theorybased on track and field analogybased on track and field analogy

sprinter100

meters

mid-distance1,000

meters

long-distance10,000meters

•Notice logrhythmic scale.Notice logrhythmic scale.•Ability balanced by disability. Ability balanced by disability. •Balance of muscle fibers from Balance of muscle fibers from fast fast twitchtwitch to to slow twitchslow twitch•Idea is that arrangement of neural Idea is that arrangement of neural nets is the difference.nets is the difference.

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To Test for “Fast” vs “Slow” To Test for “Fast” vs “Slow” used a test for speech used a test for speech

pathology developed by pathology developed by Wiig, Semel, & Nystrom Wiig, Semel, & Nystrom (1982)(1982)

Tallal (2003) has found that students Tallal (2003) has found that students who struggle to read often can’t who struggle to read often can’t

process the sounds of letters fast process the sounds of letters fast enough to match them to letters. enough to match them to letters.

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Rapid Automatic Naming of ObjectsRapid Automatic Naming of ObjectsWiig, Semel, Nystrom 1982Wiig, Semel, Nystrom 1982

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How do you think you could How do you think you could do on “processing” speed?do on “processing” speed?




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Rapid Automatic NamingRapid Automatic Naming• For this test you will “read” the pictures

on the page from upper left picture, across the page to the right.

• Then tracking just like you do in reading, drop down each row and move across each row from left to right until you get to the lower right hand corner.

• We’ll practice to ensure everyone is using the same name of the pictures.


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book cup cat spoon

Please practice one more time.

Please try to name the first 4 objects.Please try to name the first 4 objects.


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key comb pen ring

Please note that an important reason to use the correct names is that 5 words begin or end with the /k/ sound. While 4 of them have an /m/ /n/ or /ng/ sound.

Please practice one more time.

Please try to name the next 4 objects.Please try to name the next 4 objects.


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Final Directions for Final Directions for RAN of Objects:RAN of Objects:

• Everyone will read out loud together.– Go at your own pace. – Yes, it will be semi-chaos.

• Read chart like a book. – From top left to the bottom right.

• When done, look up at the screen.• Write down time on CHART.• GO BACK TO READING CHART.– There are advantages to being slow…– But no one will want to be the last one reading.

• After class, you may try one-on-one.


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Begin

RAN of Objects

Exit power point

Use external timer, then return to power

point.

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Overall RAN of Objects without music Overall RAN of Objects without music 17.23 seconds 17.23 seconds (numbers change slightly in later analysis)(numbers change slightly in later analysis)

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RAN of Objects individualizedRAN of Objects individualizedmean 16.81mean 16.81

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Male vs Female on RAN 1Male vs Female on RAN 1

17.20 17.34

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X - Y - Z axis + ecology + Piaget’s stagesX - Y - Z axis + ecology + Piaget’s stagesImplications for TeachersImplications for Teachers

Fast process Slow process

High Visual

Low Visual

ADHD/ADHD/depressiondepression

High ConcentrationHigh Concentration

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intro Bio 201 @intro Bio 201 @ Owens C.C.Owens C.C.11 students under 25%11 students under 25%

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Early Childhood Reading Early Childhood Reading AssessmentAssessment

Overall Females

RAN = 17.34

SD = 2.66

3-D = 59.58

SD = 17.96

Early Childhood

RAN = 17.38

SD = 2.89

3-D = 58.11

SD = 16.21

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Calculus for Math & Science MajorsCalculus for Math & Science Majors

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Proposed Interaction between Auditory and Visual Processing.

Low VisualFast

Auditory

Low VisualSlow

Auditory

High VisualSlow

Auditory

High VisualFast

Auditory

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Aural Music IV - real fastAural Music IV - real fast5 perfect 3-D5 perfect 3-D

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Print-Making -- only 1 below 50%Print-Making -- only 1 below 50%

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3-D art class -- all 45% and above3-D art class -- all 45% and above

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Industrial HygieneIndustrial Hygiene

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Early Childhood Reading Early Childhood Reading AssessmentAssessment

Overall Females

RAN = 17.34

SD = 2.66

3-D = 59.58

SD = 17.96

Early Childhood

RAN = 17.38

SD = 2.89

3-D = 58.11

SD = 16.21

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Middle Childhood Assessment Middle Childhood Assessment All 6 males are in red boxAll 6 males are in red box

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AYA Adolescent & Young Adult AYA Adolescent & Young Adult (pre-service high school teachers)(pre-service high school teachers)

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Odds a student’s course grade isOdds a student’s course grade is½ standard above mean? ½ standard above mean? (69%ile)(69%ile)

An

earl

y an

aly

sis

of

data

fou

nd

: 1

.22

m

ult

ipli

er

for

eve

ry

10

% h

igh

er

3-D

sc

ore

1.044 multiplier for every 1 second slower on RAN of Objects


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AYA Science


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AYA Language Arts


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AYA Mathematics


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AYA Social StudiesAYA Social Studies


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Middle Childhood Math


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MCE Reading and Language Arts


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MCE Science


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MCE Language ArtsMCE Language Arts

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intro Physics 101 intro Physics 101 @ BGSU@ BGSU unexplainable 3 second gap unexplainable 3 second gap

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Highly Significant CorrelationsHighly Significant Correlations• -.206 RAN vs 3-D Percent

• -.169 RAN-1 vs RAN self-estimate

• .398 3-D Percent vs 3-D Percent self-estimate

• .203 3-D Percent vs. 2-D video playing

• .240 3-D Percent vs. semi-3-D video

• .280 3-D Percent vs. 3-D video playing

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Highly Significant CorrelationsHighly Significant Correlations• .365 Male vs. Female

• -.267 M/F vs. 3-D self estimate

• -.179 M/F vs. GPA

• -.538 M/F vs. 3-D video playing

• -.266 M/F vs. semi-3-D video

• -.185 M/F vs handedness

• -.180 Handedness vs Course type

• -.264 Program Code vs. GPA• -.154 Ethnicity vs. GPA

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Slide 22

Full Disclosure: relatives who are artists who Full Disclosure: relatives who are artists who include my brother, niece, & Alexander Calderinclude my brother, niece, & Alexander Calder

Pictured donated by Steve Van HooksPictured donated by Steve Van Hooks

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High Visual /Fast AuditoryStrengths:

Can quickly learn new facts & routines.“Hears” the sounds in words & can translate sounds to letters (spelling), letters to sounds (reading).Similarly, can quickly visualize 2 and 3-dimensions: Which can lead to success in mathematics, complex words, and writing.Limitations:

May struggle to think outside box.Because success comes so easily, may become complacent, arrogant, and unwilling to think outside the box.Needs:

Gravitates towards B.F. Skinner; needs Jerome Bruner. Quick transition to reading & writing workshop.Problem solving approaches in math. Potential career:

Musicians, sports stars, actors.Technical fields such as editing, accounting, managing, emergency room doctors, field commanders in army.

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High Visual /Slow AuditoryStrengths:

Creativity and thinking outside the box.Complexity and using multiple data sources. Limitations:

In early reading, struggles with hearing phonemes and linking them to graphemes.Struggles with recalling specific facts.Takes more routines to learn new skills. May appear indecisive when put on the spot.Needs:

Gravitates towards Jerome Bruner; needs B.F. Skinner. An emphasis on learning basic skills on any new subject area: phonics, arithmetic, the 5-paragraph theme in writing, learning to drive stick-shift car.Willingness for teacher to accept alternative solutions and give partial credit. Potential career:

Composers, coaches, playwrightsCreative writer, artist, theoretical mathematician, medical researcher, general in charge of strategy

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Low Visual /Fast AuditoryStrengths: •Can quickly learn new facts & routines.•“Hears” the sounds in words & can translate sounds to letters (spelling), letters to sounds (reading).•Can write to the prompt and rubric well. Limitations:•Struggles with moving beyond sound-based decoding and moving towards meaning based decoding. •Word Caller. •Visualizing how what is learned can be useful.•Not willing to try new ideas and routines. •Struggles with math visualization and problem solving. Needs:•Gravitates towards B.F. Skinner; resists Jerome Bruner. •A move to whole language and problem-solving based math as quickly as possible after basics are learned.•Patience from teacherPotential career:•TV newscasters, salespeople, secretaries. •Jobs where routines are necessary and appreciated.

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Low Visual /Slow AuditoryStrengths:

Creatively embellishing existing stories & information.Synthesizing ideas and going beyond the known. Recognizing the limitations of oneself and others. Limitations:

In early reading, struggles with hearing phonemes and linking them to graphemes.Struggles with recalling specific facts.Takes more routines to learn new skills. May appear indecisive when put on the spot.Needs:

Gravitates towards Jerome Bruner-resists B.F. Skinner. An emphasis on learning basic skills on any new subject: phonics, arithmetic, the 5-paragraph theme in writing, learning to drive stick-shift car.Willingness for teacher to try different techniques until one is found that works and student accepts.Potential career: Language arts and history teacher. Story-teller, docent at museums, art historian.

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