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    Differentiating work for statistics modules in sports degrees

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    Authors
    Lane, Andrew M.
    Dale, Crispin
    Horrell, Andrew
    Issue Date
    2006
    
    Metadata
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    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
    URI
    http://hdl.handle.net/2436/26318
    DOI
    10.1080/03098770600802321
    Additional Links
    http://www.informaworld.com/smpp/content?content=10.1080/03098770600802321
    Type
    Journal article
    Language
    en
    ISSN
    0309877X
    14699486
    ae974a485f413a2113503eed53cd6c53
    10.1080/03098770600802321
    Scopus Count
    Collections
    Faculty of Education, Health and Wellbeing

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