Assessing the impact of group projects on examination performance in social statistics

Delucchi, Michael

doi:10.1080/13562510701415383

Cited by 28 publications

(28 citation statements)

References 33 publications

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“…In addition, learning through peers facilitates high level of thinking and communication skills while sharing knowledge (Delucchi, 2004). Peer learning promotes the learning context as an active learning that successful learning is achieved by positive interdependence, face-to-face interaction, group processing, and technology based instructions.…”

Section: Mediated Learningmentioning

confidence: 99%

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

Altınay-Gazi

Altınay-Aksal

2017

EURASIA J MATH SCI T

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Technology became a mediation tool for forming information and developing skills is teacher education programs of higher education institutions because technological tools can be used for self-reflection of prospective teachers' teaching performances. Practical implementation of teacher education programmes is a part of quality indicator in higher education as it is components that determine the quality of the teacher education provided as well as enhances prospective teachers' confidence Thematic analysis was used employed to reveal qualitative data upon research questions. The research findings revealed that participants enhanced their teaching practices by re-watching their experiences and correcting their flaws. Collaborative peer learning facilitated develop communication skills, self-evaluation, intrinsic motivation, critical thinking and reflection. Furthermore, the study sheds light on how technology enhanced learning environment can be developed for disabled learners with a concrete model for the quality in teaching practice within higher education practices.

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Section: Mediated Learningmentioning

confidence: 99%

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

Altınay-Gazi

Altınay-Aksal

2017

EURASIA J MATH SCI T

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“…Marked tutorials improved marks in examination for courses in calculus, macroeconomics [16], finance [20], and law [21]. Marked homework in statistics has been variously shown to improve examination performance [18] or have no effect [16]. One possible explanation for this discrepancy between studies may relate to disciplines, with marked homework/tutorials being a better predictor of examination results in mathematics, economics, education and law than in a pharmacology course.…”

Section: Discussionmentioning

confidence: 99%

Marks, and their proportioning between examinations, tutorials and assignment, as determinants of the performance of nursing students in a pharmacology course

Doggrell¹

2020

Preprint

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Background In programs with higher proportions of marks allocated to ongoing assessment, the students have higher overall marks than those with a lower proportion allocated to assessment. Little or no attention has been made to how the allocation affects the academic success of students in individual courses. The purpose of this study was to determine how the allocation of marks to examinations, tutorials and an assignment affects the performance of nursing students in a pharmacology course. Methods For students who passed a pharmacology course (i) the marks for examinations and ongoing assessment (tutorials and/or an assignment) were compared, and (ii) regression line and correlation analysis was undertaken to determine any association between these marks. In addition, for completing students, modelling was undertaken to determine the effects of changing the allocation of marks on passing and failing rates. Results Nursing students who passed a pharmacology course obtained significantly lower marks in examinations than ongoing assessment, and for the ongoing assessment, lower marks in the assignment than tutorials. Regression line analysis showed that the marks in ongoing assessment (tutorials and/or the assignment) versus examination marks were a poor line-fit. The correlation coefficients between ongoing assessment and examinations were weak to moderate. A high percentage of students passed the course (> 90%) and, modelling for completing students, showed that decreasing the marks for examination would have led to slightly more students passing the pharmacology course with higher grades. In contrast, increasing the marks for examination would have dramatically decreased the number of students passing the course, and their grades. Conclusions The allocation of marks can have a major effect on student performance. As ongoing assessment is not a good predictor of performance in examination this has implications for students who rely on passing examinations for their advancement. For instance, nursing students in some countries (e.g. USA) are required to pass examinations prior to registration, whereas in others (e.g. Australia) they are not. Consideration needs to be given as to whether it is appropriate for nursing students who fail examinations to pass courses/programs.

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“…In order to overcome this shortcoming, DeCesare carried out an empirical research study that found that anxiety is related to student's gender (female) and the students' expected course grades. Similarly, Delucchi (2007Delucchi ( , 2014) also put forward some criticism, claiming that in general, assessment of statistics courses and some strategies in the classroom are based on self-reported responses of student or faculty perceptions, which are, in short, only perceived knowledge. Therefore, Delucchi (2014) included a pre-test and post-test in his research in order to assess the impact of statistics courses on learning.…”

Section: Research On Teaching Statisticsmentioning

confidence: 99%

Learner-Centered Teaching and Teaching Statistics in Social Sciences

Fernandez

Rivas

2018

RASE

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This paper critically reviews the main principles of the learner-centered teaching approach. In doing this, we focus on statistics as educational content for students in the social sciences. This content was selected because, generally, the structure of the content would suggest that employing active learning in the teaching of statistics would be very difficult. In this paper, we review different theoretical and empirical contributions to learner-centered teaching of statistics in the social sciences presenting some examples from the field of Sociology. Finally, a brief theoretical framework and some research questions are proposed for undertaking further research in this area. KeywordsHigher education, learner engagement, student attitudes, teaching methods, constructivism, learner-centered teaching. ResumenEste ensayo revisa críticamente los principios centrales del enfoque de enseñanza centrada en quien aprende. Para esto, nos centramos en la estadística como contenido educacional para estudiantes de educación superior en el área de ciencias sociales. Este contenido fue escogido porque en general se trata de un contenido altamente estructurado, lo que nos hace suponer que emplear aprendizaje activo es más difícil. En este artículo revisamos diferentes contribuciones teóricas y empíricas al enfoque de enseñanza centrada en quien aprende aplicado a la enseñanza de la estadística en las ciencias sociales presentando algunos ejemplos del campo de la sociología. Finalmente, entregamos una propuesta de un breve marco teórico y algunas preguntas de investigación parar futuras investigaciones en esta área. Palabras claveEducación superior, aprendizaje activo, actitudes del estudiante, métodos de enseñanza, constructivismo, enseñanza centrada en quien aprende.

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Assessing the impact of group projects on examination performance in social statistics

Cited by 28 publications

References 33 publications

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

Technology as Mediation Tool for Improving Teaching Profession in Higher Education Practices

Marks, and their proportioning between examinations, tutorials and assignment, as determinants of the performance of nursing students in a pharmacology course

Learner-Centered Teaching and Teaching Statistics in Social Sciences

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