To provide the mostequitable learning environment for these individuals, andto maximize the number of FG students that are retained inscientific fields, it is imperative that we find new and better
to me this could be a pretty good example of pathos as it appeals to my humanity as a collage student myself, because i know what its like and its trying to convince me that wouldn't it be great if everyone started on an even playing feild.
leaving a final sample of 417 students (70.3% female;34.3% FG; 67.4% White, 8.8% Asian/Asian American, 12.0%Hispanic, 4.8% Black, 2.2% Native American). We conducted apower analysis for an ANCOVA with four groups (2 × 2) usingG*Power Version 3.1 (Faul et al., 2007). Estimating 80% statis-tical power and an α of 0.05, a sample size of at least 200 (or50 students per group) is needed to detect a small effect size(f2 = 0.2)
i think this would show more of logos due to it providing us all the statistics and also the part where it mathematically shows that if you where to run a similar experiment you would need at least a sample size of 50 students to see and effect.
The instructor for this course had7.5 years of experience teaching the course.
this is an example of ethos because works to establish the teachers experience and why they could be trusted to be in the experiment.
, therewas no significant difference in how frequently studentsaccessed their grades on the course website. In other words, theintervention impacted student engagement with learningmaterials but did not significantly change student engagementwith performance indicators.
this is a good metric to see since this could mean (at least to me) they are trying to improve not only for there grade but to generally become more knowledgeable and understand the topics that they are being tested on.
The experimenttook place during the Spring 2021 semester. This semester wasunique in a historical sense in that the course was taught com-pletely online due to COVID-19 precautions.
while there are still many fully online classes going on i do think that it would be interesting if we re did the test in more modern day without covid being a variable because that could have also affected people and their minds at the time considering it was a world wide virus that caused almost everything to shut down and close us indoors
While a number of economic and structural factors undoubtedly contribute to theunderperformance and attrition of FG students in science fields,
While I do agree with this article, this is a part that absolutely cannot be understated whenever you talk about higher education and success but I do understand why they don't talk about it as much in this article due to it only focusing on the mindset/ messages that are conveyed instead of highlighting the loss of opportunity
the intervention message alsocontained five learning strategies framed as strategies that pre-vious students have tried that improved their performance
this would be a very nice and positive thing to receive after a test no matter how good or bad you did just do to the fact that everyone's expectations are different but we can all still improve!
Most of the current solutionsinvolve resource-intensive, large-scale institutional transforma-tion that consists of additional advising or freshman seminarcourses that teach FG students how to navigate college.
while changing the way people think cant be easy it is good to see that there is effort being put forward because it is very important to many people and will help many future generations if this can be implemented well.
however, whenthe instructor communicated a growth mindset belief, the per-formance difference between CG and FG students was elimi-nated. This study highlights how instructors’ growth mindsetmessages can be motivating for FG students, particularly whenit comes to academic engagement and performance.
to me as i look at it this might tie into the fact that the CG students growing up could always have an example that what they where doing is possible, and if their parents could do it why couldn't they but for FG students this is not the case considering that they would be the first and the only way that they could get the same kind of encouragement was from their professors.
For instance, FG students are less likely to seek help inoffice hours, ask their instructors to clarify material, or access helpful academicresources, compared with CG students
i can relate in the way that I usually default to trying to solve problems all by my self without asking others for help, not using my resources to the fullest just because i fell like i must solve my problems by myself
These barriers are compounded by subtle messages from in-structors that convey the idea that natural talent is necessary for success in scientific fields.
I believe these messages are very harmful because they would stop many people from trying the thing in the first places not knowing if it is something they could do