The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills

Matthews, Kelly E., Adams, Peter and Goos, Merrilyn (2015) The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills. International Journal of Science Education, 37 16: 2619-2636. doi:10.1080/09500693.2015.1096427


Author Matthews, Kelly E.
Adams, Peter
Goos, Merrilyn
Title The influence of undergraduate science curriculum reform on students' perceptions of their quantitative skills
Journal name International Journal of Science Education   Check publisher's open access policy
ISSN 0950-0693
1464-5289
Publication date 2015-10-13
Year available 2015
Sub-type Article (original research)
DOI 10.1080/09500693.2015.1096427
Open Access Status Not Open Access
Volume 37
Issue 16
Start page 2619
End page 2636
Total pages 19
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2016
Language eng
Abstract In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their quantitative skills and compare perceptions of cohorts graduating before and after the implementation of a new science curriculum intent on developing quantitative skills. The study involved 600 responses from final-year undergraduate science students across four cohorts in an Australian research-intensive institution. Students rated their perceptions on a four-point Likert scale of: the importance of developing quantitative skills within the programme, how much they improved their quantitative skills throughout their undergraduate science programme, how much they saw quantitative skills included in the programme, how confident they were about their quantitative skills, and how much they believe they will use quantitative skills in the future. Descriptive statistics indicated overall low levels of perceptions with student perception of the importance of quantitative skills being greater than perceptions of improvement, inclusion in the programme, confidence, and future use. Statistical analysis of responses provided by the cohorts graduating before and after the new quantitative skills-intended curriculum revealed few differences. The cohorts graduating after implementation indicated that quantitative skills were included more in the curriculum, although this did not translate into them reporting higher levels of confidence or anticipated future use compared to the cohorts that graduated before the new curriculum was implemented. Implications for curriculum development are discussed and lines for further research are given.
Keyword Quantitative skills
Learning gains
Undergraduate science
Student perceptions
Curriculum development
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

 
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Created: Thu, 22 Oct 2015, 01:13:23 EST by Claire Backhouse on behalf of School of Education