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Published in J. Nat. Resour. Life Sci. Educ. 32:32–35 (2003). Abbreviations: CSU, Colorado State University; P, probability level; r2, co-
http://www.JNRLSE.org efficient of determination; SC240, Introductory Soil Science at Colorado State
© American Society of Agronomy University; SE, standard error of the estimate; URH125, Soils and Fertiliz-
677 S. Segoe Rd., Madison, WI 53711 USA ers at Front Range Community College, Larimer Campus, Fort Collins, CO.
variability in exam scores with just the single factor of hours lower than the 2.27 h per week de la Harpe et al. (1997) found
studied, however, encouraged us to use the models to gener- for students completing a one-credit Educational Psychology
ally predict exam scores if students study for a certain num- core unit. We do not have an explanation for why our ratio is
ber of hours. While a model with only an r2 of 0.40 does not less than the Carnegie Rule. Again, we believe that this in-
allow for highly accurate predictions, we wanted to commu- formation is very useful and should be communicated to stu-
nicate this general information to students regarding possible dents so that they will know general, average expectations.
exam-score expectations for the hours they studied. Next, we For four semesters of SC240 and two semesters of
examined if these calculations complied with the Carnegie URH125, we discovered that exponential rise to a 50-point
Rule. maximum regression models of exam scores vs. hours stud-
Using the overall exam averages (ranged from 38 to 40; ied could predict about 40% of the exam-score variability. We
Table 2) and the regression equations shown on Fig. 1, we cal- also learned that the ratio of predicted hours studied to earn
culated that students needed to invest from 3.0 to 4.4 h to earn 90% to the hours spent in lecture were less than the Carnegie
an average score. A frequently asked student question is “How Rule ratio of 2.0. Indicating to students how many hours that
much do I need to work to earn an A?” According to our mod- previous SC240 and URH125 students needed to study to earn
els, the students would need to study from 4.5 to 6.4 h to earn average or 90% exam scores should effectively communicate
90% (45 points) on average. We found that the ratio of hours
study expectations.
studied to earn 90% to the lecture hours covered ranged from
1.5 to 2.1 with a mean of 1.7 ± 0.2 (Table 2). Therefore, our
REFERENCES
results indicate that our students did not consistently match the
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Barbarick, K.A. 1998. Exam frequency comparison in Introductory Soil Sci-
ence. J. Nat. Resour. Life Sci. Educ. 27:55–58.
Table 2. Overall exam averages and predicted parameters from the 50- Bennett, J. 2000. Focus on education: Hints on how to succeed in college
point maximum exponential rise to a maximum models.
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Overall Hours to Hours to Hours studied to cess.html (accessed 3 June 2002; verified 15 Apr. 2003). Astronomical
No. of exam earn earn 90% lecture hour ratio Soc. of the Pacific, San Francisco, CA.
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SC240‡ F2000 192 40 4.4 6.4 2.1 bridge, MA.
SC240 S2001 152 38 3.4 5.5 1.8 de la Harpe, B., A. Radloff, and L. Parker. 1997. Time spent working and
SC240 F2001 162 40 3.6 5.2 1.7 studying in the first year: What do students tell us? In R. Pospisil and L.
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URH125 § Combined 46 40 3 4.5 1.5
Teaching Learning Forum, Murdoch Univ., February 1997 [Online]. [366
Mean ± SD 39 ± 1 3.5 ± 0.5 5.3 ± 4.6 1.7 ± 0.2 p.] Available at http://cea.curtin.edu.au/tlf/tlf1997/contents.html (ac-
† The average number of lecture hours per exam was 3.1.
cessed 4 June 2002; verified 15 Apr. 2003). Murdoch Univ., Perth, West-
‡ SC240 = Introductory Soil Science at Colorado State University. ern Australia.
§ URH125 = Soils and Fertilizers at Front Range Community College, Larimer Cam- De Meuse, K.P. 1985. The relationship between life events and indices of
pus, Fort Collins. classroom performance. Teach. Psychol. 12:146–149.