Student Active Learning Anxieties Differ by Preferred Seating Location in Introductory Biology Classes

Autor/inn/en	Schussler, Elisabeth E.; Reynolds, Brianna; England, Benjamin J.; Brigati, Jennifer R.
Titel	Student Active Learning Anxieties Differ by Preferred Seating Location in Introductory Biology Classes
Quelle	In: Journal of College Science Teaching, 51 (2021) 2, S.67-77 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Undergraduate Students; Active Learning; Anxiety; Class Organization; Introductory Courses; Biology; Preferences; Test Anxiety; Audience Response Systems; Learner Engagement + Suchen Sie Ihr Suchwort? Aktives Lernen; Angst; Einführungskurs; Biologie; Examination phobia; Testangst; Prüfungsangst
Abstract	As undergraduates' academic distress continues to rise, it is important to consider factors related to classroom anxiety. This study investigated how student anxiety varied by preferred seating location and whether the reasons for their preferred seating location were related to these anxiety levels. In seven introductory biology classes at a large public university, we assessed student anxiety levels about different classroom practices. Students also reported where they preferred to sit in a lecture class and explained why they preferred that location. We coded and created themes from these explanations without knowing the anxiety levels or student seating preferences. We compared anxiety levels among nine preferred seating locations via ANOVA: front-right, front-middle, front-left, middle-right, middle-middle, middle-left, back-right, back-middle, back-left. The back-left had higher group work anxiety. The middle-right had higher anxiety for volunteering, cold calling, and clicker use. The back-left and front-middle had higher test and clicker anxiety. Student explanations for seating preference indicated a balance between wanting to be engaged in the class yet wanting to avoid others and feel comfortable; these reasons did not directly align with anxiety differences, however. We suggest teachers consider how anxiety varies spatially in their classroom to inform their active learning implementation practices. (As Provided).
Anmerkungen	National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01