Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, spring semester 2012)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre- and post-test questions follow below. Values for the mean and standard deviations are given next to the modal response category for each question, along with a Student t-test for the probability of null hypothesis rejection, and the class-wise Hake gain. (Matched-pair Hake gains were not calculated for each student, as pre-instruction values such as "5" would result in undefined values.) For statistical purposes, blank entries were treated as "3. Neutral," and multiply-circled entries such as "12," "23," "34," and "45" were treated as "1," "2," "4," and "5" respectively.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS)
Pre- and Post-instruction results
Astronomy 210L spring semester 2012 sections 30678, 30679, 30680, 30682
(N = 57, matched-pairs only)

1. I am interested in using a telescope or binoculars for astronomy.
Pre-instruction
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral               10 : **********
4. Agree                 26 : **************************  [4.2 +/- 0.7]
5. Strongly agree        21 : *********************

Post-instruction
1. Strongly disagree      0 :
2. Disagree               0 : 
3. Neutral               13 : *************
4. Agree                 33 : *********************************  [4.0 +/- 0.7]
5. Strongly agree        11 : ***********

Student t-test p = 0.079 (t = 1.77, sd = 0.687, dof = 112)
Class-wise <g> = -0.28

2. Astronomy has little relation to what I experience in the real world.
Pre-instruction
1. Strongly disagree      4 : ****
2. Disagree              26 : **************************  [2.6 +/- 1.0]
3. Neutral               18 : ******************
4. Agree                  6 : ******
5. Strongly agree         3 : ***

Post-instruction
1. Strongly disagree      7 : *******
2. Disagree              25 : *************************  [2.6 +/- 1.1]
3. Neutral               13 : *************
4. Agree                  9 : *********
5. Strongly agree         3 : ***

Student t-test p = 0.85 (t = 0.185, sd = 1.02, dof = 112)
Class-wise <g> = -0.01

3. I know where and how to look up astronomy information.
Pre-instruction
1. Strongly disagree      9 : *********
2. Disagree              21 : *********************  [2.7 +/- 1.2]
3. Neutral               11 : ***********
4. Agree                 10 : **********
5. Strongly agree         6 : ******

Post-instruction
1. Strongly disagree      0 :
2. Disagree               0 : 
3. Neutral                4 : ****
4. Agree                 27 : ***************************  [4.4 +/- 0.6]
5. Strongly agree        26 : **************************

Student t-test p < 0.0001 (t = -9.18, sd = 0.979, dof = 112) 
Class-wise <g> = +0.73 

4. I know where and how to find objects in the night sky. 
Pre-instruction 
1. Strongly disagree      9 : *********
2. Disagree              15 : *************** 
3. Neutral               18 : ******************  [2.7 +/- 1.1] 
4. Agree                 14 : **************
5. Strongly agree         1 : * 

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               1 : * 
3. Neutral               17 : ***************** 
4. Agree                 29 : *****************************  [3.8 +/- 0.7] 
5. Strongly agree        10 : **********  

Student t-test p < 0.0001 (t = -6.66, sd = 0.914, dof = 112) 
Class-wise <g> = +0.50 

5. I am interested in news that is related to astronomy. 
Pre-instruction 
1. Strongly disagree      0 :  
2. Disagree               7 : ******* 
3. Neutral               17 : ***************** 
4. Agree                 25 : *************************  [3.6 +/- 0.9] 
5. Strongly agree         8 : ********  

Post-instruction 
1. Strongly disagree      2 : **
2. Disagree               3 : ***
3. Neutral               18 : ****************** 
4. Agree                 24 : ************************  [3.6 +/- 1.0] 
5. Strongly agree        10 : **********  

Student t-test p = 0.76 (t = 0.306, sd = 0.920, dof = 112) 
Class-wise <g> = +0.04 

6. I often ask myself questions related to astronomy. 
Pre-instruction 
1. Strongly disagree      3 : ***
2. Disagree              14 : **************
3. Neutral               18 : ******************  [3.1 +/- 1.0] 
4. Agree                 19 : *******************
5. Strongly agree         3 : ***

Post-instruction 
1. Strongly disagree      3 : ***
2. Disagree               8 : ******** 
3. Neutral               14 : ************** 
4. Agree                 25 : *************************  [3.4 +/- 1.1]
5. Strongly agree         7 : *******  

Student t-test p = 0.071 (t = -1.82, sd = 1.03, dof = 112) 
Class-wise <g> = +0.18  

7. I understand what science research is like.
Pre-instruction 
1. Strongly disagree      2 : **
2. Disagree              14 : **************
3. Neutral               17 : ***************** 
4. Agree                 18 : ******************  [3.2 +/- 1.0] 
5. Strongly agree         6 : ******  

Post-instruction 
1. Strongly disagree      0 : 
2. Disagree               0 :  
3. Neutral                9 : ********* 
4. Agree                 33 : *********************************  [4.1 +/- 0.6] 
5. Strongly agree        15 : *************** 

Student t-test p < 0.0001 (t = -5.49, sd = 0.870, dof = 112) 
Class-wise <g> = +0.50  

8. I understand how science research questions are answered.
Pre-instruction 
1. Strongly disagree      4 : ****
2. Disagree              10 : ********** 
3. Neutral               20 : ********************  [3.2 +/- 1.1]
4. Agree                 16 : ****************
5. Strongly agree         7 : *******

Post-instruction 
1. Strongly disagree      0 : 
2. Disagree               0 :  
3. Neutral                7 : *******
4. Agree                 32 : ********************************  [4.2 +/- 0.6] 
5. Strongly agree        18 : ****************** 

Student t-test p < 0.0001 (t = -5.84, sd = 0.898, dof = 112) 
Class-wise <g> = +0.55

9. I prefer to work independently rather than in groups. 
Pre-instruction 
1. Strongly disagree      8 : ********
2. Disagree              11 : *********** 
3. Neutral               21 : *********************  [2.9 +/- 1.2] 
4. Agree                 12 : ************
5. Strongly agree         5 : *****

Post-instruction 
1. Strongly disagree      8 : ******** 
2. Disagree              20 : ********************  [2.6 +/- 1.1] 
3. Neutral               19 : *******************
4. Agree                  5 : *****
5. Strongly agree         5 : ***** 

Student t-test p = 0.19 (t = 1.32, sd = 1.13, dof = 112) 
Class-wise <g> = -0.13 

10. I can understand difficult concepts better if I am able to explain them to 
others. 
Pre-instruction 
1. Strongly disagree      2 : **
2. Disagree               9 : *********
3. Neutral               24 : ************************   [3.2 +/- 0.9] 
4. Agree                 19 : *******************
5. Strongly agree         3 : ***  

Post-instruction 
1. Strongly disagree      2 : **
2. Disagree               4 : ****
3. Neutral               22 : **********************  [3.5 +/- 1.0]
4. Agree                 19 : ******************* 
5. Strongly agree        10 : **********  

Student t-test p = 0.062 (t = -1.89, sd = 0.943, dof = 112) 
Class-wise <g> = +0.19 

11. I can understand difficult concepts better if I am able to ask lots of  
questions. 
Pre-instruction 
1. Strongly disagree      1 : *
2. Disagree               3 : ***
3. Neutral               14 : **************
4. Agree                 30 : ******************************  [3.8 +/- 0.9] 
5. Strongly agree         5 : *****  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               9 : *********
3. Neutral                9 : *********
4. Agree                 26 : **************************  [3.8 +/- 1.0] 
5. Strongly agree        13 : *************

Student t-test p = 1.00 (t = 0.00, sd = 0.922, dof = 112) 
Class-wise <g> = 0  

12. Knowledge in astronomy consists of many pieces of information each of 
which applies primarily to a specific situation. 
Pre-instruction 
1. Strongly disagree     5 : *****
2. Disagree             19 : *******************
3. Neutral              27 : ***************************  [2.6 +/- 0.8] 
4. Agree                 5 : *****
5. Strongly agree        1 : *  

Post-instruction 
1. Strongly disagree     15 : ***************
2. Disagree              16 : ****************
3. Neutral               18 : ******************   [2.4 +/- 1.1] 
4. Agree                  6 : ******
5. Strongly agree         2 : **

Student t-test p = 0.18 (t = 1.34, sd = 0.976, dof = 112) 
Class-wise <g>> = -0.10

13. I am good at math.
Pre-instruction
1. Strongly disagree      7 : *******
2. Disagree              10 : **********
3. Neutral               19 : *******************  [3.0 +/- 1.1]
4. Agree                 16 : ****************
5. Strongly agree         5 : *****

Post-instruction
1. Strongly disagree      9 : *********
2. Disagree              10 : **********
3. Neutral               19 : *******************  [3.0 +/- 1.3]
4. Agree                 11 : ***********
5. Strongly agree         8 : ********

Student t-test p = 0.82 (t = 0.233, sd = 1.21, dof = 112)
Class-wise <g> = -0.03

14. I am good at science.
Pre-instruction
1. Strongly disagree      3 : ***
2. Disagree               9 : *********
3. Neutral               24 : ************************  [3.2 +/- 1.0]
4. Agree                 17 : *****************
5. Strongly agree         4 : ****

Post-instruction
1. Strongly disagree      4 : ****
2. Disagree               9 : *********
3. Neutral               20 : ********************  [3.2 +/- 1.0]
4. Agree                 19 : *******************
5. Strongly agree         5 : *****

Student t-test p = 0.85 (t = 0.186, sd = 1.01, dof = 112)
Class-wise <g> = 0.02

15. Astronomy lab will be/was difficult for me.
Pre-instruction
1. Strongly disagree      3 : ***
2. Disagree              24 : ************************  [2.6 +/- 0.8]
3. Neutral               22 : **********************
4. Agree                  7 : *******
5. Strongly agree         1 : *

Post-instruction
1. Strongly disagree     21 : *********************  [2.0 +/- 0.9]
2. Disagree              19 : *******************
3. Neutral               15 : ***************
4. Agree                  1 : *
5. Strongly agree         1 : *

Student t-test p = 0.0002 (t = 3.90, sd = 0.888, dof = 112)
Class-wise <g> = -0.27

This semester (spring semester 2012) was the third implementation of a backwards faded scaffolding curriculum (Slater, Slater, and Lyons, 2010), and second implementation of version 2.0 of the ALLS. Previous semesters (fall semester 2011 and earlier) used a conventional "cookbook" laboratory curriculum, and version 1.1 of the ALLS.

(The following results are similar for both this spring semester 2012, and the previous fall semester 2011.) A key difference between version 2.0 and version 1.1 of the ALLS is that the newer version has questions (7) and (8) specifically addressing gains towards achieving the student learning outcomes for the backwards faded scaffolding laboratory curriculum:

• Keeping abreast of present-day discoveries and developments in astronomy (current events).
• Developing scientific evidence-based research questions.
• Developing procedures to gather evidence in order to answer research questions.
• Making appropriate evidence-supported conclusions.
• Explaining research findings in a report, poster, or presentation.
• Evaluating evidence to determine whether or not it appropriately answers a research question.

Response to questions (7)-(8) show statistically significant, strong pre- to post-instruction gains, while all other responses show comparable results whether from the current BFS or conventional "cookbook" labs from a previous curriculum.

Previous posts:

• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, fall semester 2011).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS) version 2.0.
  
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, spring semester 2011).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms (version 1.1).

Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, fall semester 2011)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre- and post-test questions follow below. Values for the mean and standard deviations are given next to the modal response category for each question, along with a Student t-test for the probability of null hypothesis rejection, and the class-wise Hake gain. (Matched-pair Hake gains were not calculated for each student, as pre-instruction values such as "5" would result in undefined values.) For statistical purposes, blank entries were treated as "3. Neutral," and multiply-circled entries such as "12," "23," "34," and "45" were treated as "1," "2," "4," and "5" respectively.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS)
Pre- and Post-instruction results
Astronomy 210L fall semester 2011 sections 70178, 70186, 70200
(N = 44, matched-pairs only)

1. I am interested in using a telescope or binoculars for astronomy.
Pre-instruction
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                3 : ***
4. Agree                 22 : **********************  [4.4 +/- 0.6]
5. Strongly agree        19 : *******************

Post-instruction
1. Strongly disagree      0 :
2. Disagree               0 : 
3. Neutral                8 : ********
4. Agree                 21 : *********************  [4.2 +/- 0.7]
5. Strongly agree        15 : ***************

Student t-test p = 0.15 (t = 1.44, sd = 0.665, dof = 86)
Class-wise <g> = -0.32

2. Astronomy has little relation to what I experience in the real world.
Pre-instruction
1. Strongly disagree      0 : 
2. Disagree              17 : *****************
3. Neutral               19 : *******************  [2.6 +/- 0.8]
4. Agree                  5 : *****
5. Strongly agree         0 :

Post-instruction
1. Strongly disagree      5 : *****
2. Disagree              18 : ******************  [2.5 +/- 0.9]
3. Neutral               15 : ***************
4. Agree                  5 : *****
5. Strongly agree         1 : *

Student t-test p = 0.71 (t = 0.372, sd = 0.860, dof = 86)
Class-wise <g> = -0.03

3. I know where and how to look up astronomy information.
Pre-instruction
1. Strongly disagree      3 : ***
2. Disagree               9 : *********
3. Neutral               20 : ********************  [3.0 +/- 1.0]
4. Agree                  8 : ********
5. Strongly agree         4 : ****

Post-instruction
1. Strongly disagree      0 :
2. Disagree               1 : *
3. Neutral                5 : *****
4. Agree                 15 : ***************
5. Strongly agree        23 : ***********************  [4.4 +/- 0.8]

Student t-test p < 0.0001 (t = -6.91, sd = 0.910, dof = 86) 
Class-wise <g> = +0.68  

4. I know where and how to find objects in the night sky. 
Pre-instruction 
1. Strongly disagree      3 : *** 
2. Disagree              12 : ************ 
3. Neutral               11 : ***********
4. Agree                 17 : *****************  [3.0 +/- 1.0] 
5. Strongly agree         1 : * 

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               1 : * 
3. Neutral                9 : ********* 
4. Agree                 24 : ************************  [4.0 +/- 0.7] 
5. Strongly agree        10 : **********  

Student t-test p < 0.0001 (t = -5.04, sd = 0.889, dof = 86) 
Class-wise <g> = +0.48  

5. I am interested in news that is related to astronomy. 
Pre-instruction 
1. Strongly disagree      0 :  
2. Disagree               3 : *** 
3. Neutral               14 : ************** 
4. Agree                 15 : ***************  [3.8 +/- 0.9] 
5. Strongly agree        12 : ************  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               2 : **
3. Neutral               13 : ************* 
4. Agree                 17 : *****************  [3.9 +/- 0.9] 
5. Strongly agree        12 : ************  

Student t-test p = 0.72 (t = 0.357, sd = 0.896, dof = 86) 
Class-wise <g> = +0.06 

6. I often ask myself questions related to astronomy. 
Pre-instruction 
1. Strongly disagree      3 : ***
2. Disagree               7 : ******* 
3. Neutral               18 : ******************  [3.3 +/- 1.1] 
4. Agree                  8 : ********
5. Strongly agree         8 : ******** 

Post-instruction 
1. Strongly disagree      0 : 
2. Disagree               8 : ******** 
3. Neutral               16 : ****************  [3.5 +/- 1.1] 
4. Agree                  9 : *********
5. Strongly agree        11 : ******  

Student t-test p = 0.25 (t = -1.16, sd = 1.11, dof = 86) 
Class-wise <g> = +0.16  

7. I understand what science research is like.
Pre-instruction 
1. Strongly disagree      2 : **
2. Disagree               2 : **
3. Neutral               16 : **************** 
4. Agree                 18 : ******************  [3.4 +/- 1.0] 
5. Strongly agree         6 : ******  

Post-instruction 
1. Strongly disagree      0 : 
2. Disagree               0 :  
3. Neutral               12 : ************ 
4. Agree                 17 : *****************  [4.1 +/- 0.8] 
5. Strongly agree        15 : *************** 

Student t-test p = 0.0005 (t = -3.63, sd = 0.887, dof = 81) 
Class-wise <g> = +0.41  

8. I understand how science research questions are answered.
Pre-instruction 
1. Strongly disagree      3 : ***
2. Disagree              13 : ************* 
3. Neutral               19 : *******************  [3.5 +/- 1.0]
4. Agree                  7 : ******* 
5. Strongly agree         2 : ** 

Post-instruction 
1. Strongly disagree      0 : 
2. Disagree               0 :  
3. Neutral                4 : ****
4. Agree                 22 : **********************  [4.3 +/- 0.6] 
5. Strongly agree        18 : ******************  

Student t-test p = 0.0001 (t = -4.47, sd = 0.810, dof = 86) 
Class-wise <g> = +0.53

9. I prefer to work independently rather than in groups. 
Pre-instruction 
1. Strongly disagree      3 : *** 
2. Disagree              13 : ************* 
3. Neutral               19 : *******************  [2.8 +/- 0.9] 
4. Agree                  7 : ******* 
5. Strongly agree         2 : **  

Post-instruction 
1. Strongly disagree      8 : ******** 
2. Disagree              13 : ************* 
3. Neutral               18 : ******************  [2.5 +/- 1.0] 
4. Agree                  3 : *** 
5. Strongly agree         2 : **  

Student t-test p = 0.13 (t = 1.51, sd = 0.986, dof = 86) 
Class-wise <g> = -0.15  

10. I can understand difficult concepts better if I am able to explain them to 
others. 
Pre-instruction 
1. Strongly disagree      2 : **
2. Disagree              11 : *********** 
3. Neutral               18 : ******************   [3.0 +/- 1.0] 
4. Agree                 10 : **********
5. Strongly agree         3 : ***  

Post-instruction 
1. Strongly disagree      1 : * 
2. Disagree               9 : *********
3. Neutral               11 : *********** 
4. Agree                 13 : *************  [3.5 +/- 1.1] 
5. Strongly agree        10 : **********  

Student t-test p = 0.037 (t = -2.12, sd = 1.06, dof = 86) 
Class-wise <g> = +0.24  

11. I can understand difficult concepts better if I am able to ask lots of  
questions. 
Pre-instruction 
1. Strongly disagree      0 :  
2. Disagree               4 : **** 
3. Neutral               14 : **************
4. Agree                 21 : *********************  [3.6 +/- 0.8] 
5. Strongly agree         5 : *****  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               1 : * 
3. Neutral               14 : **************
4. Agree                 23 : ***********************  [3.8 +/- 0.7] 
5. Strongly agree         6 : ******  

Student t-test p = 0.33 (t = 0.977, sd = 0.764, dof = 86) 
Class-wise <g> = +0.12  

12. Knowledge in astronomy consists of many pieces of information each of 
which applies primarily to a specific situation. 
Pre-instruction 
1. Strongly disagree     5 : *****
2. Disagree             13 : *************
3. Neutral              23 : ***********************  [2.6 +/- 0.8] 
4. Agree                 2 : **
5. Strongly agree        1 : *  

Post-instruction 
1. Strongly disagree      7 : *******
2. Disagree              15 : ***************
3. Neutral               16 : ****************   [2.5 +/- 0.9] 
4. Agree                  6 : ******
5. Strongly agree         0 :   

Student t-test p = 0.63 (t = 0.480, sd = 0.888, dof = 86) 
Class-wise <g>> = -0.04

13. I am good at math.
Pre-instruction
1. Strongly disagree      3 : ***
2. Disagree               7 : *******
3. Neutral               13 : *************
4. Agree                 18 : ******************  [3.3 +/- 1.0]
5. Strongly agree         3 : ***

Post-instruction
1. Strongly disagree      4 : ****
2. Disagree               6 : ******
3. Neutral               14 : **************
4. Agree                 16 : ****************  [3.2 +/- 1.1]
5. Strongly agree         4 : ****

Student t-test p = 0.92 (t = 0.0999, sd = 1.07, dof = 86)
Class-wise <g> = -0.01

14. I am good at science.
Pre-instruction
1. Strongly disagree      2 : **
2. Disagree               6 : ******
3. Neutral               13 : *************
4. Agree                 21 : *********************  [3.3 +/- 0.9]
5. Strongly agree         2 : **

Post-instruction
1. Strongly disagree      4 : ****
2. Disagree               4 : ****
3. Neutral               11 : ***********
4. Agree                 20 : ********************  [3.4 +/- 1.1]
5. Strongly agree         5 : *****

Student t-test p = 0.76 (t = 0.312, sd = 1.03, dof = 86)
Class-wise <g> = 0.04

15. Astronomy lab will be/was difficult for me.
Pre-instruction
1. Strongly disagree      2 : **
2. Disagree              20 : ********************  [2.6 +/- 0.8]
3. Neutral               19 : *******************
4. Agree                  1 : *
5. Strongly agree         2 : **

Post-instruction
1. Strongly disagree     18 : ******************  [1.8 +/- 0.8]
2. Disagree              15 : ***************
3. Neutral               11 : ***********
4. Agree                  0 : 
5. Strongly agree         0 : 

Student t-test p = 0.0001 (t = 4.20, sd = 0.812, dof = 96)
Class-wise <g> = -0.30

This semester (fall semester 2011) was the second implementation of a backwards faded scaffolding curriculum (Slater, Slater, and Lyons, 2010), and first implementation of version 2.0 of the ALLS. Previous semesters (fall semester 2011 and earlier) used a conventional "cookbook" laboratory curriculum, and version 1.1 of the ALLS.

A key difference between version 2.0 and version 1.1 of the ALLS is that the newer version has questions (7) and (8) specifically addressing gains towards achieving the student learning outcomes for the backwards faded scaffolding laboratory curriculum:

• Keeping abreast of present-day discoveries and developments in astronomy (current events).
• Developing scientific evidence-based research questions.
• Developing procedures to gather evidence in order to answer research questions.
• Making appropriate evidence-supported conclusions.
• Explaining research findings in a report, poster, or presentation.
• Evaluating evidence to determine whether or not it appropriately answers a research question.

Response to questions (7)-(8) show statistically significant, strong pre- to post-instruction gains, while all other responses show comparable results whether from the current BFS or conventional "cookbook" labs from a previous curriculum.

Previous posts:

• Education research: Astronomy Laboratory Learning Survey (ALLS) version 2.0.
  
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, spring semester 2011).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms (version 1.1).

Education research: ALLS demographic results (Cuesta College, spring semester 2012)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre-test demographic questions follow below. Only matched-pair results are shown, for students who were eventually able to take the post-instruction ALLS at the last laboratory meeting.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Demographic pre-instruction question results
Astronomy 210L spring semester 2012 sections 30678, 30679, 30680, 30682
(N = 57, matched-pairs only)

16. What is your gender? 
(A) Female.  [27]
(B) Male.    [30]

17. Have you previously taken an astronomy lecture class? 
(A) Yes.     [17]
(B) No.      [40]

18. Are you currently enrolled in an astronomy lecture class? 
(A) Yes.     [44]
(B) No.      [13]

19. How many college science courses have you completed prior 
to taking this course? 
(A) None.    [16]
(B) 1.       [21]
(C) 2.       [ 9]
(D) 3.       [ 5]
(E) 4+.      [ 6]

20. What is your college major (or current area(s) of interest 
if undecided)?  Choose as many areas of interest that apply.  
(A) Business.                                  [16]
(B) Education.                                 [11]
(C) Humanities, Social Sciences, or the Arts.  [23]
(D) Science, Engineering, or Architecture.     [ 5]
(E) Other.                                     [20]

21. Which of these college math classes have you completed 
prior to taking this course?  Choose as many classes that apply.  
(A) Algebra.       [40]
(B) Trigonometry.  [ 8]
(C) Geometry.      [13]
(D) Pre-calculus.  [17]
(E) Calculus.      [10]
(F) Statistics.    [15]

Previous posts:

• Education research: ALLS demographic results (Cuesta College, fall semester 2011).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2011).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS) version 2.0.

Education research: ALLS demographic results (Cuesta College, fall semester 2011)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre-test demographic questions follow below. Only matched-pair results are shown, for students who were eventually able to take the post-instruction ALLS at the last laboratory meeting.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Demographic pre-instruction question results
Astronomy 210L fall semester 2011 sections 70178, 70186, 70200
(N = 44, matched-pairs only)

16. What is your gender? 
(A) Female.  [21]
(B) Male.    [23]

17. Have you previously taken an astronomy lecture class? 
(A) Yes.     [10]
(B) No.      [34]

18. Are you currently enrolled in an astronomy lecture class? 
(A) Yes.     [34]
(B) No.      [10]

19. How many college science courses have you completed prior 
to taking this course? 
(A) None.    [19]
(B) 1.       [11]
(C) 2.       [ 5]
(D) 3.       [ 2]
(E) 4+.      [ 7]

20. What is your college major (or current area(s) of interest 
if undecided)?  Choose as many areas of interest that apply.  
(A) Business.                                  [ 9]
(B) Education.                                 [ 6]
(C) Humanities, Social Sciences, or the Arts.  [23]
(D) Science, Engineering, or Architecture.     [10]
(E) Other.                                     [17]

21. Which of these college math classes have you completed 
prior to taking this course?  Choose as many classes that apply.  
(A) Algebra.       [29]
(B) Trigonometry.  [ 4]
(C) Geometry.      [14]
(D) Pre-calculus.  [11]
(E) Calculus.      [ 7]
(F) Statistics.    [12]

Previous posts:

• Education research: ALLS demographic results (Cuesta College, spring semester 2011).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS) version 2.0.

Education research: ALLS post-instruction opinion results (Cuesta College, spring semester 2012)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the post-test opinion questions follow below. Only matched-pair results are shown, for students who were also able to take the pre-instruction ALLS at the first laboratory meeting. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Post-instruction opinion results
Astronomy 210L spring semester 2012 sections 30678, 30679, 30680, 30682
(N = 57, matched-pairs only)

16. I can keep abreast of present-day discoveries and developments in astronomy 
(current events). 
1. Strongly disagree      2 : **
2. Disagree               4 : ****
3. Neutral               14 : **************
4. Agree                 24 : ************************  [3.7 +/- 1.0]
5. Strongly agree        13 : *************

17. I can develop scientific evidence-based research questions.
1. Strongly disagree      1 : *
2. Disagree               2 : **
3. Neutral               11 : ***********
4. Agree                 33 : *********************************  [3.9 +/- 0.8]
5. Strongly agree        10 : **********

18. I can develop procedures to gather evidence in order to answer research 
questions.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                3 : ***
4. Agree                 38 : **************************************  [4.2 +/- 0.5]
5. Strongly agree        16 : ****************

19. I can make appropriate evidence-supported conclusions.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                0 :
4. Agree                 35 : ***********************************  [4.3 +/- 0.6]
5. Strongly agree        21 : *********************

20. I can explain research findings in a report, poster, or presentation.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                4 : ***
4. Agree                 35 : ***********************************  [4.2 +/- 0.6]
5. Strongly agree        17 : *****************

21. I can evaluate evidence to determine whether or not it appropriately answers 
a research question.
1. Strongly disagree      0 : 
2. Disagree               2 : **
3. Neutral                7 : *******
4. Agree                 35 : ***********************************  [4.0 +/- 0.7]
5. Strongly agree        13 : *************

22. Astronomy lab was an enjoyable experience.
1. Strongly disagree      0 : 
2. Disagree               2 : **
3. Neutral                7 : *******
4. Agree                 19 : *******************
5. Strongly agree        29 : *****************************  [4.3 +/- 0.8]

23. I asked a lot of questions in astronomy lab.
1. Strongly disagree      4 : ****
2. Disagree              13 : *************
3. Neutral               21 : *********************  [3.0 +/- 1.0]
4. Agree                 15 : ***************
5. Strongly agree         4 : ****

24. I generally understood what needed to be done in astronomy lab.
1. Strongly disagree      1 : *
2. Disagree               0 : 
3. Neutral                5 : *****
4. Agree                 14 : **************
5. Strongly agree        45 : *********************************************  [4.1 +/- 0.7]

25. My work in astronomy lab was graded fairly.
1. Strongly disagree      1 : *
2. Disagree               0 : 
3. Neutral                3 : ***
4. Agree                 21 : *********************
5. Strongly agree        32 : ********************************  [4.5 +/- 0.8]

26. I did a lot of explaining to other students in astronomy lab.
1. Strongly disagree      1 : *
2. Disagree               7 : *******
3. Neutral               26 : **************************  [3.4 +/- 0.9]
4. Agree                 17 : *****************
5. Strongly agree         6 : ******

27. I was generally confused about what was going on in astronomy lab.
1. Strongly disagree     14 : **************
2. Disagree              32 : ********************************  [2.0 +/- 0.9]
3. Neutral                7 : *******
4. Agree                  3 : ***
5. Strongly agree         1 : *

28. I would recommend astronomy lab to other students.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                4 : ****
4. Agree                 21 : *********************
5. Strongly agree        32 : ********************************  [4.5 +/- 0.6]

29. Astronomy lab should be taken in the same semester as astronomy lecture.
1. Strongly disagree      3 : ***
2. Disagree               2 : **
3. Neutral               17 : *****************
4. Agree                 14 : **************
5. Strongly agree        21 : *********************  [3.8 +/- 1.1]

30. Astronomy lab should be taken after completing the entire semester of 
astronomy lecture.
1. Strongly disagree     11 : ***********
2. Disagree              13 : *************
3. Neutral               21 : *********************  [2.6 +/- 1.1]
4. Agree                  9 : *********
5. Strongly agree         3 : ***

Previous posts:

• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2011).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms (version 2.0).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms (version 1.1).

Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2011)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the post-test opinion questions follow below. Only matched-pair results are shown, for students who were also able to take the pre-instruction ALLS at the first laboratory meeting. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Post-instruction opinion results
Astronomy 210L fall semester 2011 sections 70178, 70186, 70200
(N = 44, matched-pairs only)

16. I can keep abreast of present-day discoveries and developments in astronomy 
(current events). 
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral               15 : **************
4. Agree                 17 : ********************  [3.7 +/- 0.9]
5. Strongly agree         8 : ***********

17. I can develop scientific evidence-based research questions.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral               10 : **********
4. Agree                 22 : *****************************  [4.0 +/- 0.8]
5. Strongly agree        12 : ********

18. I can develop procedures to gather evidence in order to answer research 
questions.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                2 : **
4. Agree                 25 : ************************************  [4.3 +/- 0.6]
5. Strongly agree        17 : ************

19. I can make appropriate evidence-supported conclusions.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                3 : ***
4. Agree                 23 : ***********************  [4.3 +/- 0.6]
5. Strongly agree        18 : ******************

20. I can explain research findings in a report, poster, or presentation.
1. Strongly disagree      1 : *
2. Disagree               0 : 
3. Neutral                4 : ****
4. Agree                 26 : **************************  [4.1 +/- 0.8]
5. Strongly agree        13 : *************

21. I can evaluate evidence to determine whether or not it appropriately answers 
a research question.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                5 : *****
4. Agree                 22 : **********************  [4.3 +/- 0.7]
5. Strongly agree        17 : *****************

22. Astronomy lab was an enjoyable experience.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                4 : ****
4. Agree                 20 : ********************
5. Strongly agree        20 : ********************  [4.4 +/- 0.7]

23. I asked a lot of questions in astronomy lab.
1. Strongly disagree      3 : ***
2. Disagree              13 : *************
3. Neutral               22 : **********************  [2.7 +/- 0.8]
4. Agree                  5 : *****
5. Strongly agree         1 : *

24. I generally understood what needed to be done in astronomy lab.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                7 : *******
4. Agree                 26 : **************************  [4.1 +/- 0.6]
5. Strongly agree        11 : ***********

25. My work in astronomy lab was graded fairly.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                2 : **
4. Agree                 16 : ****************
5. Strongly agree        25 : *************************  [4.5 +/- 0.7]

26. I did a lot of explaining to other students in astronomy lab.
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral               23 : ***********************  [3.4 +/- 0.8]
4. Agree                 12 : ************
5. Strongly agree         5 : *****

27. I was generally confused about what was going on in astronomy lab.
1. Strongly disagree     17 : *****************
2. Disagree              18 : ******************  [1.9 +/- 1.0]
3. Neutral                5 : *****
4. Agree                  3 : ***
5. Strongly agree         1 : *

28. I would recommend astronomy lab to other students.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                4 : ****
4. Agree                 18 : ******************
5. Strongly agree        22 : **********************  [4.4 +/- 0.7]

29. Astronomy lab should be taken in the same semester as astronomy lecture.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral               11 : ***********
4. Agree                 10 : **********
5. Strongly agree        22 : **********************  [4.2 +/- 0.9]

30. Astronomy lab should be taken after completing the entire semester of 
astronomy lecture.
1. Strongly disagree      6 : ******
2. Disagree              16 : ****************
3. Neutral               20 : ********************  [2.4 +/- 0.8]
4. Agree                  2 : **
5. Strongly agree         0 : 

Previous posts:

• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms (version 2.0).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms (version 1.1).

Education research: Astronomy Laboratory Learning Survey (ALLS) version 2.0

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction takes place; and as a post-test on the last laboratory meeting.

The pre- and post-instruction forms (version 2.0, dated 11.07.31) are reproduced below. These forms supersede the earlier version 1.1 forms (dated 09.08.21 and 07.12.29). The reason for this revised version is due to the changeover to a backwards faded scaffolding curriculum (Slater, Slater, and Lyons, 2010), previous semesters (fall semester 2011 and earlier) used a conventional "cookbook" laboratory curriculum.

ALLS pre-instruction form, front/back.

ALLS post-instruction form, front/back:

Previous post:
Education research: Astronomy Laboratory Learning Survey (ALLS) version 1.1.

Kudos: enjoyed the class

"I enjoyed the class" by Student 8166
Astronomy 210L
May 2012
Cuesta College, San Luis Obispo, CA

Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, spring semester 2011)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre- and post-test questions follow below. Values for the mean and standard deviations are given next to the modal response category for each question, along with a Student t-test for the probability of null hypothesis rejection, and the class-wise Hake gain. (Matched-pair Hake gains were not calculated for each student, as pre-instruction values such as "5" would result in undefined values.) For statistical purposes, blank entries were treated as "3. Neutral," and multiply-circled entries such as "12," "23," "34," and "45" were treated as "1," "2," "4," and "5" respectively.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS)
Pre- and Post-instruction results
Astronomy 210L spring semester 2011 sections 30678, 30679, 30680, 30682
(N = 67, matched-pairs only)

1. I am interested in using a telescope or binoculars for astronomy.
Pre-instruction
1. Strongly disagree      4 : ****
2. Disagree              11 : ***********
3. Neutral               26 : **************************  [3.2 +/- 1.1]
4. Agree                 15 : ***************
5. Strongly agree         9 : *********

Post-instruction
1. Strongly disagree      0 :
2. Disagree               1 : *
3. Neutral               17 : *****************
4. Agree                 29 : *****************************  [4.0 +/- 0.8]
5. Strongly agree        18 : ******************

Student t-test p = 0.0001 (t = -4.65, sd = 0.944, dof = 128)
Class-wise <g> = +0.43

2. Astronomy has little relation to what I experience in the real world.
Pre-instruction
1. Strongly disagree     11 : ***********
2. Disagree              27 : ***************************  [2.3 +/- 0.8]
3. Neutral               23 : ***********************
4. Agree                  4 : ****
5. Strongly agree         0 :

Post-instruction
1. Strongly disagree     16 : ****************
2. Disagree              30 : ******************************  [2.2 +/- 0.9]
3. Neutral               11 : ***********
4. Agree                  8 : ********
5. Strongly agree         0 :

Student t-test p = 0.38 (t = 0.889, sd = 0.888, dof = 128)
Class-wise <g> = -0.05

3. I know where and how to look up astronomy information.
Pre-instruction
1. Strongly disagree      8 : ********
2. Disagree              15 : ***************
3. Neutral               20 : ********************  [2.9 +/- 1.1]
4. Agree                 17 : *****************
5. Strongly agree         5 : *****

Post-instruction
1. Strongly disagree      0 :
2. Disagree               1 : *
3. Neutral                6 : ******
4. Agree                 31 : *******************************  [4.3 +/- 0.7]
5. Strongly agree        27 : ***************************

Student t-test p < 0.0001 (t = -8.14, sd = 0.949, dof = 128) 
Class-wise <g> = +0.66  

4. I know where and how to find objects in the night sky. 
Pre-instruction 
1. Strongly disagree      6 : ****** 
2. Disagree              19 : ******************* 
3. Neutral               26 : **************************  [2.8 +/- 1.0] 
4. Agree                 12 : ************ 
5. Strongly agree         2 : **  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               1 : * 
3. Neutral               13 : ************* 
4. Agree                 39 : ***************************************  [4.0 +/- 0.7] 
5. Strongly agree        12 : ************  

Student t-test p < 0.0001 (t = -8.13, sd = 0.831, dof = 128) 
Class-wise <g> = +0.53  

5. I am interested in news that is related to astronomy. 
Pre-instruction 
1. Strongly disagree      0 :  
2. Disagree               5 : ***** 
3. Neutral               17 : ***************** 
4. Agree                 26 : **************************  [3.8 +/- 0.9] 
5. Strongly agree        17 : *****************  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               5 : ***** 
3. Neutral               13 : ************* 
4. Agree                 32 : ********************************  [3.9 +/- 0.9] 
5. Strongly agree        15 : ***************  

Student t-test p = 0.84 (t = 0.199, sd = 0.882, dof = 128) 
Class-wise <g> = +0.03  

6. I often ask myself questions related to astronomy. 
Pre-instruction 
1. Strongly disagree      0 :  
2. Disagree              14 : ************** 
3. Neutral               22 : **********************  [3.4 +/- 1.0] 
4. Agree                 20 : ******************** 
5. Strongly agree         9 : *********  

Post-instruction 
1. Strongly disagree      1 : * 
2. Disagree              11 : *********** 
3. Neutral               19 : ******************* 
4. Agree                 23 : ***********************  [3.5 +/- 1.0] 
5. Strongly agree        11 : ***********  

Student t-test p = 0.48 (t = -0.703, sd = 0.998, dof = 128) 
Class-wise <g> = +0.08  

7. I am comfortable using a calculator to make complex calculations. 
Pre-instruction 
1. Strongly disagree      5 : ***** 
2. Disagree              13 : ************* 
3. Neutral               17 : ***************** 
4. Agree                 22 : **********************  [3.2 +/- 1.1] 
5. Strongly agree         8 : ********  

Post-instruction 
1. Strongly disagree      5 : ***** 
2. Disagree              11 : *********** 
3. Neutral               14 : ************** 
4. Agree                 24 : ************************  [3.4 +/- 1.2] 
5. Strongly agree        11 : ***********  

Student t-test p = 0.45 (t = -0.755, sd = 1.16, dof = 128) 
Class-wise <g> = +0.09  

8. I can make sense of equations and scientific notation numbers. 
Pre-instruction 
1. Strongly disagree      5 : ***** 
2. Disagree              11 : *********** 
3. Neutral               14 : ************** 
4. Agree                 27 : ***************************  [3.3 +/- 1.1] 
5. Strongly agree         8 : ********  

Post-instruction 
1. Strongly disagree      5 : ***** 
2. Disagree               6 : ****** 
3. Neutral               16 : **************** 
4. Agree                 27 : ***************************  [3.5 +/- 1.1] 
5. Strongly agree        11 : ***********  

Student t-test p = 0.39 (t = -0.855, sd = 1.13, dof = 128) 
Class-wise <g> = +0.10  

9. I prefer to work independently rather than in groups. 
Pre-instruction 
1. Strongly disagree      7 : ******* 
2. Disagree              14 : ************** 
3. Neutral               29 : *****************************  [2.9 +/- 1.0] 
4. Agree                 11 : *********** 
5. Strongly agree         4 : ****  

Post-instruction 
1. Strongly disagree     12 : ************ 
2. Disagree              20 : ******************** 
3. Neutral               23 : ***********************  [2.5 +/- 1.1] 
4. Agree                  6 : ****** 
5. Strongly agree         4 : ****  

Student t-test p = 0.085 (t = 1.74, sd = 1.06, dof = 128) 
Class-wise <g> = -0.15  

10. I can understand difficult concepts better if I am able to explain them to 
others. 
Pre-instruction 
1. Strongly disagree      1 : * 
2. Disagree              10 : ********** 
3. Neutral               22 : ********************** 
4. Agree                 24 : ************************  [3.4 +/- 1.0] 
5. Strongly agree         8 : ********  

Post-instruction 
1. Strongly disagree      1 : * 
2. Disagree               2 : ** 
3. Neutral               15 : *************** 
4. Agree                 29 : *****************************  [3.9 +/- 0.9] 
5. Strongly agree        18 : ******************  

Student t-test p = 0.0020 (t = -3.16, sd = 0.917, dof = 128) 
Class-wise <g> = +0.32  

11. I can understand difficult concepts better if I am able to ask lots of  
questions. 
Pre-instruction 
1. Strongly disagree      0 :  
2. Disagree               5 : ***** 
3. Neutral               15 : *************** 
4. Agree                 35 : ***********************************  [3.8 +/- 0.8] 
5. Strongly agree        10 : **********  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               3 : *** 
3. Neutral               14 : ************** 
4. Agree                 29 : *****************************  [4.0 +/- 0.8] 
5. Strongly agree        19 : *******************  

Student t-test p = 0.14 (t = 0.822, sd = 0.822, dof = 128) 
Class-wise <g> = +0.18  

12. Knowledge in astronomy consists of many pieces of information each of 
which applies primarily to a specific situation. 
Pre-instruction 
1. Strongly disagree     0 :  
2. Disagree              5 : ***** 
3. Neutral              37 : *************************************  [3.3 +/- 0.7] 
4. Agree                20 : ******************** 
5. Strongly agree        3 : ***  

Post-instruction 
1. Strongly disagree      0 :  
2. Disagree               5 : ***** 
3. Neutral               24 : ************************ 
4. Agree                 29 : *****************************  [3.6 +/- 0.8] 
5. Strongly agree         7 : *******  

Student t-test p = 0.046 (t = -2.02, sd = 0.740, dof = 128) 
Class-wise <g>> = +0.16

13. I am good at math.
Pre-instruction
1. Strongly disagree      5 : *****
2. Disagree              16 : ****************
3. Neutral               28 : ****************************  [2.9 +/- 1.0]
4. Agree                 12 : ************
5. Strongly agree         4 : ****

Post-instruction
1. Strongly disagree      7 : *******
2. Disagree              16 : ****************
3. Neutral               19 : *******************  [3.0 +/- 1.2]
4. Agree                 16 : ****************
5. Strongly agree         7 : *******

Student t-test p = 0.63 (t = -0.484, sd = 1.09, dof = 128)
Class-wise <g> = +0.04

14. I am good at science.
Pre-instruction
1. Strongly disagree      0 :
2. Disagree              10 : **********
3. Neutral               34 : **********************************  [3.2 +/- 0.7]
4. Agree                 19 : *******************
5. Strongly agree         2 : **

Post-instruction
1. Strongly disagree      1 : *
2. Disagree              17 : *****************
3. Neutral               23 : ***********************  [3.2 +/- 1.0]
4. Agree                 18 : ******************
5. Strongly agree         6 : ******

Student t-test p = 0.203 (t = 0.203, sd = 0.864, dof = 128)
Class-wise <g> = -0.02

15. This course will be/was difficult for me.
Pre-instruction
1. Strongly disagree      2 : **
2. Disagree              14 : **************
3. Neutral               28 : ****************************  [3.1 +/- 0.9]
4. Agree                 18 : ******************
5. Strongly agree         3 : ***

Post-instruction
1. Strongly disagree     13 : *************
2. Disagree              25 : *************************  [2.4 +/- 1.0]
3. Neutral               18 : ******************
4. Agree                  7 : *******
5. Strongly agree         2 : **

Student t-test p = 0.0001 (t = 4.19, sd = 0.964, dof = 128)
Class-wise <g> = -0.37

Note that this semester (spring semester 2011) was the first implementation of a backwards faded scaffolding curriculum (Slater, Slater, and Lyons, 2010), previous semesters (fall semester 2011 and earlier) used a conventional "cookbook" laboratory curriculum. The student learning outcomes for the conventional "cookbook" laboratory curriculum:

• Keep abreast of present-day discoveries and developments in astronomy (current events).
• Construct and use devices to measure locations and sizes on the celestial sphere (observational astronomy).
• Apply laws of spectroscopy and gravitation to remotely determine properties of satellites, planets, and stars (astronometry).
• Develop and test physical models of the properties of solar system bodies (planetology).
• Collect data, evaluate the data using error analysis, draw conclusions from the data.
• Explain the information in a laboratory report.

Compare to the student learning outcomes for the backwards faded scaffolding laboratory curriculum:

• Keeping abreast of present-day discoveries and developments in astronomy (current events).
• Developing scientific evidence-based research questions.
• Developing procedures to gather evidence in order to answer research questions.
• Making appropriate evidence-supported conclusions.
• Explaining research findings in a report, poster, or presentation.
• Evaluating evidence to determine whether or not it appropriately answers a research question.

The following results were all comparable between the BFS and conventional curriculum labs, suggesting that (this version of the) ALLS either (a) cannot distinguish how these two types of labs affected student attitudes differently, or (b) these two types of labs do not affect student attitudes differently. Future revisions to the ALLS may include questions more specifically designed to elicit student attitude changes that may (or may not) stem from the new backwards faded scaffolding laboratory curriculum. A statistically significant (p < 0.05) positive shift was observed for the interest in using telescopes/binoculars in astronomy (question 1), which was comparable to the results from fall semester 2011. There was a statistically insignificant positive shift in spring semester 2010, and notably a statistically significant (p < 0.05) negative shift in fall semester 2009! Also no statistically significant (p > 0.05) shifts were observed for relating astronomy to personal experience (question 2), interest in astronomy-related news (question 5), pondering astronomy-related questions (question 6), self-efficacy in use of calculators and math in astronomy (questions 7 and 8), individual/group learning habits (questions 9 and 11), and self-efficacy in math/science (questions 13 and 14). However, there are statistically significant (p < 0.05) gains in being able to find astronomy-related news/information (question 3), finding night sky objects (question 4), understanding concepts better by explaining (question 10), disconnectedness in astronomy concepts (question 12), and rating the expected/experience difficulty of this course (question 15).

Previous posts:

• Education research: ALLS Post-instruction opinion results (Cuesta College, spring semester 2011).
• Education research: ALLS demographic results (Cuesta College, spring semester 2011).
• Education research: ALLS demographic results (Cuesta College, fall semester 2010).
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, fall semester 2010).
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, spring semester 2010).
• Education research: ALLS Post-instruction opinion results (Cuesta College, spring semester 2010).
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, Fall 2009).
• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2009).
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms.

Education research: ALLS post-instruction opinion results (Cuesta College, spring semester 2011)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the post-test opinion questions follow below. Only matched-pair results are shown, for students who were also able to take the pre-instruction ALLS at the first laboratory meeting. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Post-instruction opinion results
Astronomy 210L spring semester 2011 sections 30678, 30679, 30680, 30682
(N = 65, matched-pairs only)

16. Astronomy lab was (or would have been) helpful for learning in lecture.
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral               14 : **************
4. Agree                 28 : *****************************  [3.9 +/- 0.9]
5. Strongly agree        18 : ******************

17. I understand more about astronomy concepts because of what I learned in lab.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                7 : *******
4. Agree                 34 : **********************************  [4.2 +/- 0.7]
5. Strongly agree        23 : ***********************

18. Astronomy lab was an enjoyable experience.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                3 : ***
4. Agree                 25 : *************************
5. Strongly agree        37 : *************************************  [4.5 +/- 0.6]

19. Math used in astronomy lab was difficult.
1. Strongly disagree     19 : *******************
2. Disagree              32 : ********************************
3. Neutral               11 : ***********  [2.0 +/- 0.9]
4. Agree                  2 : **
5. Strongly agree         1 : *

20. It was hard to understand concepts in astronomy lab.
1. Strongly disagree     11 : ***********
2. Disagree              41 : *****************************************  [2.1 +/- 0.7]
3. Neutral               11 : ***********
4. Agree                  1 : *
5. Strongly agree         1 : *

21. This course helped me see how astronomy is related to other sciences such as 
geology, physics, and chemistry.
1. Strongly disagree      0 : 
2. Disagree               7 : *******
3. Neutral               18 : ******************
4. Agree                 25 : *************************  [3.7 +/- 0.9]
5. Strongly agree        15 : ***************

22. I asked a lot of questions in astronomy lab.
1. Strongly disagree      6 : ******
2. Disagree              17 : *****************
3. Neutral               22 : **********************  [2.9 +/- 1.1]
4. Agree                 15 : ***************
5. Strongly agree         5 : *****

23. I generally understood what was needed to be done in astronomy lab.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                5 : *****
4. Agree                 38 : **************************************  [4.2 +/- 0.6]
5. Strongly agree        21 : *********************

24. My work in astronomy lab was graded fairly.
1. Strongly disagree      1 : *
2. Disagree               0 : 
3. Neutral                5 : *****
4. Agree                 14 : **************
5. Strongly agree        45 : *********************************************  [4.6 +/- 0.8]

25. I did a lot of explaining to other students in astronomy lab.
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral               29 : *****************************  [3.5 +/- 0.8]
4. Agree                 25 : *************************
5. Strongly agree         7 : *******

26. I was generally confused about what was going on in astronomy lab.
1. Strongly disagree     17 : *****************
2. Disagree              37 : *************************************  [1.9 +/- 0.7]
3. Neutral               11 : ***********
4. Agree                  0 : 
5. Strongly agree         0 : 

27. I would recommend astronomy lab to other students.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                2 : **
4. Agree                 23 : ******************
5. Strongly agree        40 : ****************************************  [4.6 +/- 0.6]

28. Astronomy lab should only be taken in the same semester as astronomy lecture.
1. Strongly disagree      4 : ****
2. Disagree              10 : **********
3. Neutral               23 : ***********************  [3.3 +/- 1.1]
4. Agree                 18 : ******************
5. Strongly agree        10 : **********

29. Astronomy lab should only be taken after completing the entire semester of 
astronomy lecture.
1. Strongly disagree      9 : *********
2. Disagree              30 : ******************************  [2.3 +/- 0.9]
3. Neutral               22 : ************
4. Agree                  4 : ****
5. Strongly agree         0 : 

30. This course helped me feel more comfortable with the idea that many values in 
science are uncertain to some degree.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral               20 : ********************
4. Agree                 30 : ******************************  [3.9 +/- 0.7]
5. Strongly agree        15 : ***************

Previous posts:

• Education research: ALLS demographic results (Cuesta College, spring semester 2011).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2010).
  
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, fall semester 2010).
  
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
  
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, fall semester 2009).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2009).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms.

Education research: ALLS demographic results (Cuesta College, spring semester 2011)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre-test demographic questions follow below. Only matched-pair results are shown, for students who were eventually able to take the post-instruction ALLS at the last laboratory meeting.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Demographic pre-instruction question results
Astronomy 210L spring semester 2011 sections 30678, 30679, 30680, 30682
(N = 65, matched-pairs only)

16. What is your gender? 
(A) Female.  [33]
(B) Male.    [32]

17. Have you previously taken an astronomy lecture class? 
(A) Yes.     [19]
(B) No.      [45]

18. Are you currently enrolled in an astronomy lecture class? 
(A) Yes.     [49]
(B) No.      [15]

19. How many college science courses have you completed prior 
to taking this course? 
(A) None.    [25]
(B) 1.       [18]
(C) 2.       [16]
(D) 3.       [ 3]
(E) 4+.      [ 3]

20. What is your college major (or current area(s) of interest 
if undecided)?  Choose as many areas of interest that apply.  
(A) Business.                                  [ 6]
(B) Education.                                 [ 2]
(C) Humanities, Social Sciences, or the Arts.  [23]
(D) Science, Engineering, or Architecture.     [ 3]
(E) Other.                                     [16]

21. Which of these college math classes have you completed 
prior to taking this course?  Choose as many classes that apply.  
(A) Algebra.       [46]
(B) Trigonometry.  [ 6]
(C) Geometry.      [17]
(D) Pre-calculus.  [15]
(E) Calculus.      [ 4]
(F) Statistics.    [18]

Previous posts:

• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2010).
  
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, fall semester 2010).
  
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
  
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, Fall 2009).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2009).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms.

Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2010)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the post-test opinion questions follow below. Values for the mean and standard deviations are given next to the modal response category for each question.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Post-instruction opinion results
Astronomy 210L fall semester 2010 sections 70178, 70186, 70200

16. Astronomy lab was (or would have been) helpful for learning in lecture.
1. Strongly disagree      1 : *
2. Disagree               3 : ***
3. Neutral                7 : *******
4. Agree                 31 : *******************************  [4.0 +/- 1.9]
5. Strongly agree        16 : ****************

17. I understand more about astronomy concepts because of what I learned in lab.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                4 : ****
4. Agree                 29 : *****************************  [4.3 +/- 0.7]
5. Strongly agree        24 : ************************

18. Astronomy lab was an enjoyable experience.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                3 : ***
4. Agree                 23 : ***********************
5. Strongly agree        31 : *******************************  [4.4 +/- 0.7]

19. Math used in astronomy lab was difficult.
1. Strongly disagree      7 : *******
2. Disagree              14 : **************
3. Neutral               25 : *************************  [2.7 +/- 1.0]
4. Agree                 11 : ***********
5. Strongly agree         1 : *

20. It was hard to understand concepts in astronomy lab.
1. Strongly disagree      9 : *********
2. Disagree              26 : **************************  [2.3 +/- 0.8]
3. Neutral               18 : ******************
4. Agree                  5 : *****
5. Strongly agree         0 : 

21. This course helped me see how astronomy is related to other sciences such as 
geology, physics, and chemistry.
1. Strongly disagree      2 : **
2. Disagree               1 : *
3. Neutral                8 : ********
4. Agree                 32 : ********************************  [4.0 +/- 0.9]
5. Strongly agree        15 : ***************

22. I asked a lot of questions in astronomy lab.
1. Strongly disagree      5 : *****
2. Disagree              20 : ********************
3. Neutral               23 : ***********************  [2.7 +/- 1.0]
4. Agree                  6 : ******
5. Strongly agree         4 : ****

23. I generally understood what was needed to be done in astronomy lab.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral               10 : **********
4. Agree                 34 : **********************************  [4.0 +/- 0.7]
5. Strongly agree        13 : *************

24. My work in astronomy lab was graded fairly.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                1 : *
4. Agree                 23 : ***********************
5. Strongly agree        34 : **********************************  [4.6 +/- 0.5]

25. I did a lot of explaining to other students in astronomy lab.
1. Strongly disagree      0 : 
2. Disagree               7 : *******
3. Neutral               22 : **********************  [3.6 +/- 0.9]
4. Agree                 19 : *******************
5. Strongly agree        10 : **********

26. I was generally confused about what was going on in astronomy lab.
1. Strongly disagree     13 : *************
2. Disagree              31 : *******************************  [2.1 +/- 0.8]
3. Neutral               12 : ************
4. Agree                  1 : *
5. Strongly agree         1 : *

27. I would recommend astronomy lab to other students.
1. Strongly disagree      0 : 
2. Disagree               0 : 
3. Neutral                2 : **
4. Agree                 28 : ****************************  [4.4 +/- 0.6]
5. Strongly agree        28 : ****************************

28. Astronomy lab should only be taken in the same semester as astronomy lecture.
1. Strongly disagree      4 : ****
2. Disagree               7 : ********
3. Neutral               18 : ******************  [3.4 +/- 1.1]
4. Agree                 17 : *****************
5. Strongly agree        12 : ************

29. Astronomy lab should only be taken after completing the entire semester of 
astronomy lecture.
1. Strongly disagree      9 : *********
2. Disagree              23 : ***********************  [2.4 +/- 1.0]
3. Neutral               19 : *******************
4. Agree                  5 : *****
5. Strongly agree         2 : **

30. This course helped me feel more comfortable with the idea that many values in 
science are uncertain to some degree.
1. Strongly disagree      1 : *
2. Disagree               2 : **
3. Neutral               13 : *************
4. Agree                 25 : *************************  [3.9 +/- 0.9]
5. Strongly agree        13 : *************

Previous posts:

• Education research: ALLS demographic results (Cuesta College, fall semester 2010).
  Education research: ALLS pre- to post-instruction opinion results (Cuesta College, fall semester 2010).
  
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
  
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, fall semester 2009).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2009).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms.

Education research: ALLS demographic results (Cuesta College, fall semester 2010)

Student attitudes are assessed using an Astronomy Laboratory Learning Survey (ALLS), a five-point Likert scale questionnaire with demographic questions, and entry/exit evaluation questions (Patrick M. Len, in development) to Astronomy 210L students at Cuesta College, San Luis Obispo, CA. This laboratory course is a one-semester, adjunct course to Astronomy 210 lecture, and is taken primarily by students to satisfy their general education science laboratory transfer requirement.

The ALLS is administered as a pre-test on the first laboratory meeting, before any introduction/instruction took place; and as a post-test on the last laboratory meeting.

The results from the pre-test demographic questions follow below. Only matched-pair results are shown, for students who were eventually able to take the post-instruction ALLS at the last laboratory meeting.

Cuesta College
Astronomy Laboratory Learning Survey (ALLS) 
Demographic pre-instruction question results
Astronomy 210L fall semester 2010 sections 70178, 70186, 70200
(N = 58, matched-pairs only)

16. What is your gender? 
(A) Female.  [27]
(B) Male.    [31]

17. Have you previously taken an astronomy lecture class? 
(A) Yes.     [12]
(B) No.      [46]

18. Are you currently enrolled in an astronomy lecture class? 
(A) Yes.     [50]
(B) No.      [ 8]

19. How many college science courses have you completed prior 
to taking this course? 
(A) None.    [32]
(B) 1.       [18]
(C) 2.       [ 6]
(D) 3.       [ 1]
(E) 4+.      [ 1]

20. What is your college major (or current area(s) of interest 
if undecided)?  Choose as many areas of interest that apply.  
(A) Business.                                  [12]
(B) Education.                                 [ 9]
(C) Humanities, Social Sciences, or the Arts.  [32]
(D) Science, Engineering, or Architecture.     [10]
(E) Other.                                     [14]

21. Which of these college math classes have you completed 
prior to taking this course?  Choose as many classes that apply.  
(A) Algebra.       [35]
(B) Trigonometry.  [ 5]
(C) Geometry.      [13]
(D) Pre-calculus.  [18]
(E) Calculus.      [ 6]
(F) Statistics.    [ 8]

Previous posts:

• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, fall semester 2010).
  
• Education research: ALLS pre- to post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, spring semester 2010).
  
• Education research: ALLS demographic results (Cuesta College, spring semester 2010).
  
• Education research: ALLS pre- to post-instruction attitude shifts (Cuesta College, Fall 2009).
  
• Education research: ALLS post-instruction opinion results (Cuesta College, fall semester 2009).
  
• Education research: ALLS demographic results (Cuesta College, fall semester 2009).
  
• Education research: Astronomy Laboratory Learning Survey (ALLS), pre- and post-instruction forms.