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A Discussion of different teaching strategies adopted during a Statistics tutorial

In this discusses four different approaches used during a statistics tutorial of a group of first year undergraduates studying computer science related degrees at the University of Westminster UK. The four approaches were each implemented in an attempt to keep the students interested in the statistics topics delivered. It was found that “Chalk and Talk” (i.e. board work) was not the best form of imparting knowledge to the students of the group as determined by student analysing feedback forms and generally observing student behaviour and listening to student comments over a number of years delivering statistics topics. The duration of each tutorial was two hours.
The teaching strategies adopted were:
a) A class quiz.
b) Group explanation of material to members of the individual’s group.
c) Group explanation of material to members of the entire class.
d) Students teaching at the front of the class.
Each of the methods will now be discussed with the relative merits and defects included for a comparison. It was found that each method worked better at the end of each module when the students were more familiar with the topics introduced on the module.

Identiferoai:union.ndltd.org:DRESDEN/oai:qucosa:de:qucosa:2182
Date31 May 2012
CreatorsPavlika, Vasos
ContributorsHTW Dresden
Source SetsHochschulschriftenserver (HSSS) der SLUB Dresden
LanguageEnglish
Detected LanguageEnglish
Typedoc-type:conferenceObject, info:eu-repo/semantics/conferenceObject, doc-type:Text
SourceProceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 477 - 480
Rightsinfo:eu-repo/semantics/openAccess
Relationurn:nbn:de:bsz:14-qucosa-79236, qucosa:1658

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