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“Please can we do more of these?” A technology-enhanced SPSS revision session for improving student engagement and dispelling common misconceptions

Hawkins, Jemma 2013. “Please can we do more of these?” A technology-enhanced SPSS revision session for improving student engagement and dispelling common misconceptions. [Project Report]. Enhancing student learning: Interventions from the PgC Teaching in Higher Education., Cardiff Metropolitan University.

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Abstract

This report details an action research cycle which explored a change to the typical exam revision session of a level 4 BSc Psychology undergraduate statistics module. The change involved the design of a quiz to alert students to important concepts which often cause confusion or difficulties, giving opportunities for class discussion of these and clarification from the tutor. This strategy was combined with the use of a personal response system [PRS] which students used to answer the quiz questions anonymously with a view to enhance engagement in the exercise from even the most anxious or shy individuals. Evaluation data revealed that some of the quiz questions lead to the identification of widespread misconceptions in some important knowledge required for the exam. The student evaluation of the session included comments that highlighted the benefits of this for directing subsequent revision and independent learning. In general, the PRS were very well received, in particular the students valued their use for the anonymity they provided when responding to the quiz questions. On the whole students advocated increased use of the quiz format and the PRS in future revision sessions and tutorials, with one student simply asking “Please can we do more of these?!”

Item Type: Monograph (Project Report)
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: L Education > LC Special aspects of education
T Technology > T Technology (General)
Publisher: Cardiff Metropolitan University
Last Modified: 04 Jun 2017 06:06
URI: http://orca.cf.ac.uk/id/eprint/56515

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