June 15, 2014
June 15, 2014
June 18, 2014
24.1206.1 - 24.1206.8
The Effect of Student Placement on the Assessment of Successful Class Delivery TechniquesIt is a common practice to assess student success from different class environments and underdifferent conditions. For some instances different sections of the same class are offered to groupsof students in different settings, to test some phenomenon say a class delivery technique. But thequestion is how students should be registered into different class sections when there is aresearch component to the class. The common practice of registering students into classes is bymaking the sections available and based on their own preferences and constraints, students areallowed to select the classes that best suit their schedules. However, this paper argues that thistype of student placement into classes may not always produce the right balance of students forresearch purposes.The author is teaching a sophomore class that has two sections taught by the same professor. Theearlier class has a size of 25 students and the second class has a size of 14 students. Theseinitially appeared to be an ideal configuration to practice an active teaching technique and to testthe effect of class size. So the same active teaching style was being used in both classes. It isbelieved that the Professor even did better in the smaller, class because lessons from the earlierclass helped improve the delivery technique in the second class, which also has the smaller classsize. With this double advantage, it was expected that students in the second class will havebetter performance. Contrary to this expectation however, mid semester grades showed thatstudents in the larger class performed better.The initial reaction is that teaching technique may not have been the only factor that influencedstudent performance in the two classes. This observation is what this paper sets out toinvestigate, to unveil the underlying factors that explain the discrepancy. The lesson at a glanceis that for class comparisons to be effective, student placement into the different sections shouldhave some element of control to produce a comparable pool of students in both classrooms.Key words: Class size, student placement, teaching technique, teaching technique assessment,classroom research.
Tefe, M. K., & Schmeckpeper, E. R. (2014, June), The Effect of Student Placement on the Assessment of Learning and Teaching Styles Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23139
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