Effectiveness of Problem-Based Learning Prior to Lectures on Learning and Retention

In the mandatory tutorial sections of an introductory probability and statistics course of just over 70 students in the Arts and Science undergraduate program, students were randomly assigned to small groups to work on accessible problems from upcoming material without any prior instruction on how to solve them. Solutions were ungraded, and marks were assigned for participation only. A multiyear study was conducted to test students for their level of retention one year later, comparing them to a previous control group. The test question concerned Bayes’ Theorem. Results suggest that the strategy improves student reasoning and retention of concepts while, as expected, a formula is long forgotten. However, low participation rates in the survey post-test produced a p-value of 20%, precluding a claim of statistical significance. Nonetheless, qualitative student feedback on surveys during the course showed a very strong positive response to the approach. Students reported the approach helped their thinking and reasoning, and assisted in their learning. They appreciated the informal, low-pressure environment of the problem-based learning (PBL) sessions, and reported that the sessions were beneficial for developing their own understanding of the concepts before going to lecture. Notwithstanding their positive feedback on PBL activities, students still expressed a preference for traditional instructional approaches where the teaching assistant leads them through solution procedures

Effectiveness of PBL Before Lectures on Learning and Retention

In the mandatory tutorial sections of an introductory probability and statistics course of just over 70 students, students were assigned to small groups to work on accessible problems from upcoming material without any prior instruction on how to solve them. Weekly groups were assigned at random, with a randomly selected student leader. Solutions were ungraded, and marks assigned for participation only. A multiyear study was conducted to test students for their level of retention one year later, comparing them to a previous control group. Results indicate that the strategy improves retention of concepts while, as expected, a formula is long forgotten. However, low participation rates in the survey produce a p value of 20%, preventing a definitive claim of statistical significance. Nonetheless, qualitative student feedback on surveys during the course show a very strong positive response to the approach. Students reported the approach helped their thinking and reasoning, and assisted in their learning. They appreciated the informal, low-pressure environment of the PBL sessions, and report it beneficial for developing their own understanding of the concepts before going into lecture. Despite all this, students still tended to want to gravitate toward traditional approaches

Personality Traits, Cognitive States, and Mortality in Older Adulthood

Research suggests that personality traits are associated with mild cognitive impairment (MCI), dementia, and mortality risk, but the timing of when traits are most important in the progression to dementia and the extent to which they are associated with years of cognitive health span are unclear. This project applied secondary data analysis to the Rush Memory and Aging Project (N = 1954; baseline Mage = 80 years; 74% female) over up to 23 annual assessments. Multistate survival modeling examined the extent to which conscientiousness, neuroticism, and extraversion, assessed using the NEO Five Factor Inventory, were associated with transitions between cognitive status categories and death. Additionally, multinomial regression models estimated cognitive health span and total survival based on standard deviation units of personality traits. Adjusting for demographics, depressive symptoms, and apolipoprotein (APOE) ε4, personality traits were most important in the transition from no cognitive impairment (NCI) to MCI. For instance, higher conscientiousness was associated with a decreased risk of transitioning from NCI to MCI, hazard ratio (HR) = 0.78, 95% CI [0.72, 0.85] and higher neuroticism was associated with an increased risk of transitioning from NCI to MCI, HR = 1.12, 95% CI [1.04, 1.21]. Additional significant and nonsignificant results are discussed in the context of the existing literature. While personality traits were not associated with total longevity, individuals higher in conscientiousness and extraversion, and lower in neuroticism, had more years of cognitive health span, particularly female participants. These findings provide novel understanding of the simultaneous associations between personality traits and transitions between cognitive status categories and death, as well as cognitive health span and total longevity. (PsycInfo Database Record (c) 2023 APA, all rights reserved)