Disciplinary Differences in STEM Faculty and Student Use of Learning Objectives: Implications for Teaching and Learning

Abstract

Using learning objectives to guide course design is often considered an educational best practice, but little research exists that explores how students use them over time and across courses. We surveyed students on their use and perceived value of learning objectives as the semester progressed across four science, technology, engineering, and mathematics (STEM) disciplines, examined students’ ability to match exam questions with learning objectives, and analyzed how their course performance related to these qualities. We also gathered instructors’ information on their implementation of learning objectives in these courses. We identified distinct disciplinary differences both in students’ use and perceived benefit of learning objectives and in instructors’ implementation of them. Students in less quantitatively focused courses, i.e., biology and organic chemistry, reported valuing and using learning objectives more than students in more quantitatively focused math and physics courses. Students’ ability to match learning objectives with exam questions, however, positively correlated with exam score and final course grade in all our study courses. Our results have implications for considering disciplinary practices for use of learning objectives as instructors design and implement courses, educational researchers plan studies, and assessment specialists formulate institutional assessment plans.