ENGAGING INTRODUCTORY GEOLOGY STUDENTS UTILIZING A CLASSROOM PERFORMANCE SYSTEM

A classroom performance systems (CPS) is used in the author's sections of introductory geology courses because it increases the level of student engagement and provides immediate feedback on student performance. Student success in class can be directly correlated to student responses on image analysis, concept maps (multiple choice format) numeric calculations and open-ended questions. Typically each class period begins with the assessment of student comprehension of reading assignments; first as individual responses, followed by group discussion and a second chance to respond. Lecture material is then presented (PowerPoint) and questions are asked using the same format (individual followed by group response). The level of correct responses to questions is used as the basis to determine whether further discussion is needed or the lecture can move on to new material.

CPS based instruction has lead to high average attendance (85%), student retention (92%) rates and improved performance on exams. CPS also is a time saving tool for assessing student's achievement level and determining reasons for their success. Exam averages were rank ordered and divided into quartiles for assessment. The assessment has defined a correlation between exam grades and CPS scores on reading assignments and level of attendance. Typically students who in the top quartile (on individual responses) have a much higher success rate on the CPS questions than those in the lower three quartiles. The first quartile has an average attendance rate of over 90% while the forth quartile average is below 70%.