2.50
Hdl Handle:
http://hdl.handle.net/2436/26318
Title:
Differentiating work for statistics modules in sports degrees
Authors:
Lane, Andrew M.; Dale, Crispin; Horrell, Andrew
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.
Citation:
Journal of Further and Higher Education, 30(3): 295-302
Publisher:
Routledge (Taylor & Francis)
Journal:
Journal of Further and Higher Education
Issue Date:
2006
URI:
http://hdl.handle.net/2436/26318
DOI:
10.1080/03098770600802321
Additional Links:
http://www.informaworld.com/smpp/content?content=10.1080/03098770600802321
Type:
Article
Language:
en
ISSN:
0309877X; 14699486
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorLane, Andrew M.-
dc.contributor.authorDale, Crispin-
dc.contributor.authorHorrell, Andrew-
dc.date.accessioned2008-05-15T13:58:29Z-
dc.date.available2008-05-15T13:58:29Z-
dc.date.issued2006-
dc.identifier.citationJournal of Further and Higher Education, 30(3): 295-302en
dc.identifier.issn0309877X-
dc.identifier.issn14699486-
dc.identifier.doi10.1080/03098770600802321-
dc.identifier.urihttp://hdl.handle.net/2436/26318-
dc.description.abstractThe 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.en
dc.language.isoenen
dc.publisherRoutledge (Taylor & Francis)en
dc.relation.urlhttp://www.informaworld.com/smpp/content?content=10.1080/03098770600802321en
dc.subjectHigher educationen
dc.subjectOnline learning materialsen
dc.subjectUndergraduate studentsen
dc.subjectSports studentsen
dc.titleDifferentiating work for statistics modules in sports degreesen
dc.typeArticleen
dc.identifier.journalJournal of Further and Higher Educationen
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