Differentiating work for statistics modules in sports degrees

Abstract

The aims of the study were to use differentiated online learning material for use with a Level 1 statistics module for undergraduate sport students and examine relationships between student performance on differentiated tests and module performance. We developed the differentiated material by writing easy and hard multiple choice tests, with the harder tests having a shorter completion time and more choices. Each multiple choice test related to information available online and immediate feedback was provided on completion of the test. Results indicated that 85% of students accessed the module online, with 26% accessing difficult tests and 22% accessing easy tests. Correlation results indicated that module performance was significantly related to performance on the easy test (r = 0.27, P0.01) and also on the harder test (r = 0.26, P0.01). Findings suggest that lecturers should encourage students to engage with interactive material and that future research should explore methods to enhance students' independent learning skills.