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This study examined instructional practices previously found to have improved student academic performance, the extent to which undergraduate students preferred these practices, how often they occurred in the classroom, and the relationship of these practices to grade point averages, motivation, educational preparation, and retention. A survey was developed that listed 38 instructional practices related to lectures, examinations, reading assignments, writing projects, quantitative assignments, and other general classroom practices. Students (n=204) were asked to indicate how much they preferred each practice and how often they experienced each. Findings indicated: (1) the instructional practices most preferred by students were clear directions/format for their writing assignments, feedback on their writing, and feedback on why test answers were right/wrong; (2) more successful students were more likely to prefer prompt return of tests, required attendance, lectures broken up with other activities, and specific feedback on their writing; (3) less successful students were more likely to prefer study groups for tests, sample test questions, study guides for reading assignments, and help with study techniques; and (4) the effective practices least likely to be experienced were teaching study techniques, creating interest in reading assignments, and giving sample test questions prior to the test. The survey and its statistical analysis are appended. (Contains 36 references.) (DB)

Descriptors: College Instruction, Educational Practices, Higher Education, Student Attitudes, Student Evaluation of Teacher Performance, Student Experience, Student Reaction, Student Surveys, Teaching Methods, Undergraduate Students











Autor: Belcheir, Marcia J.; Armstrong, James; McKinnon, Ellie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12298&id=ED423805







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