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Presentation Description
Siwat Techavoranant1
Thiti Thaloengboonsiri1, Nattapol Monchaitanakul1, Surachai Leksuwankun2, Thanakit Pongpitakmetha3, Thana Thongsricome4, Thanapob Bumphenkiatikul5 and Danai Wangsaturaka3
1 Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
2 Department of Medicine, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
3 Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
4 Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
5 Division of Academics Affairs, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
Thiti Thaloengboonsiri1, Nattapol Monchaitanakul1, Surachai Leksuwankun2, Thanakit Pongpitakmetha3, Thana Thongsricome4, Thanapob Bumphenkiatikul5 and Danai Wangsaturaka3
1 Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
2 Department of Medicine, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
3 Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
4 Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
5 Division of Academics Affairs, Faculty of Medicine, Chulalongkorn University, Bangkok, 10330, Thailand
Background
Previous research indicates that a pass-fail grading approach alleviates perceived stress and enhances psychological well-being, while maintaining academic performance, in contrast to a tiered grading approach. Nevertheless, the impact of this system on learning behavior remains unexplored. This study, thus, aims to investigate the influence of a pass-fail grading system on learning behavior.
Summary of Work
This study was conducted among 306 first-year medical students at Chulalongkorn University. Three compulsory courses, Chemistry (pass-fail), Physics (pass-fail), and Cell Biology (tiered), were evaluated using a 46-item closed-ended questionnaire. Results were compared using the Wilcoxon matched-pair test.
Results
The response rate was 95%. Pass-fail grading showed no significant influence on learning pace. Revision frequency was similar between Chemistry and Physics (Chemistry vs. Physics Z = .69, p = .491), but lower than in Cell Biology (Chemistry vs Cell Biology: Z = 3.00, p = .003; Physics vs Cell Biology: Z = 3.69, p < .001). Timing of the start of exam preparation was similar between Chemistry and Physics (Chemistry vs. Physics Z = -2.23, p = .025), but trailed that of Cell Biology (Chemistry vs Cell Biology: Z = 7.00, p < .001; Physics vs Cell Biology: Z = 9.24, p < .001).
Discussion
Students in a tiered grading courses exhibit a higher frequency of revision and an earlier start of exam preparation compared to those in pass-fail courses. However, this potentially reflects a more exam-driven approach rather than fostering internally-driven knowledge acquisition. Conversely, pass-fail grading, while reducing stress levels, does not appear to hinder students’ pace of learning. This might potentially indicate the presence of intrinsic motivation, a cornerstone of lifelong learning.
Conclusion & Take Home Message
The choice of grading system significantly impacts student learning behaviors. We, therefore, advocate for the adoption of a system that efficiently fosters adult learning.
References (maximum three)
Spring L, Robillard D, Gehlbach L, Moore Simas TA. Impact of pass/fail grading on medical students’ well-being and academic outcomes. Medical Education. 2011;45(9):867-77.