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Peter Samuels Coventry University 25 th August 2009

HEA ICS 10 th Annual Conference: Development of a Self-Paced Discrete Mathematics Intervention for ‘at risk’ 1 st Year Computer Science Students. Peter Samuels Coventry University 25 th August 2009. Overview. Personalised System of Instruction (PSI)

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Peter Samuels Coventry University 25 th August 2009

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  1. HEA ICS 10th Annual Conference:Development of a Self-Paced Discrete Mathematics Intervention for ‘at risk’ 1st Year Computer Science Students Peter Samuels Coventry University 25th August 2009

  2. Overview • Personalised System of Instruction (PSI) • Computer Assisted PSI (CAPSI) for teaching discrete maths to Computer Science students at Brunel University • Modification of CAPSI for a Proactive Teaching Intervention for Computer Science students at Coventry University • Further development & evaluation through a JISC RePRODUCE project • Conclusions

  3. The Personalised System of Instruction (PSI) • A.k.a. ‘Keller Plan’ (Keller, 1968): • Based on behaviourism (reinforcement of positive outcomes) • Essential structure: • Module material broken up into units (about 1 per week) which are distributed in paper-based form • Students work entirely at own pace • 1-1 tutorial support provided by student proctors • Students required to demonstrate mastery of each unit in formative assessment with feedback • Occasional motivational lectures • Popular in the 1970’s then fell into decline

  4. Meta-analysis of evaluations of PSI v. conventional teaching (1) Use of (Glass, 1976) definition of effect size: Frequency PSI group Conventional group  Final mark 1 2 (Kulik et al., 1979): Average standard deviation for PSI groups < average standard deviation for conventional groups  greater effect of PSI for weaker students

  5. Meta-analyses of evaluations of PSI and other teaching innovations v. conventional teaching (2) • PSI is more effective than standard computer-based instruction

  6. Computer Assisted PSI (CAPSI) Method at Brunel University (1) • (Brinkman et al., 2007): • Running since 1981 (now in decline?) • Discrete maths module for 1st year maths & computer science students (~180 students) • Paper-based notes written in an open learning style • PSI supplemented with computer & video resources • Materials split into 4 blocks of 5 units • 5th unit: applications & computer-based coursework – increased relevance to computer science • Student proctors replaced by postgraduate students • Summary & individual exercise videos of each unit – available via VLE and DVD

  7. CAPSI Method at Brunel (2) Most formative assessment via VLE online unit tests with feedback (efficiency & less embarrassment) Paper-based end of block tests – pass or repeat – don’t count towards final mark Mid-session exam – encourages engagement Two collaborative student coursework projects Based on an excellent student-centred text book (Epp, 2004) Main pedagogical aim: Focus on individual dialogue via feedback to formative assessment to encourage engagement with learning resources (Yorke, 2001)

  8. Evaluation of Brunel CAPSI (1)  Significant for both comparison methods (Hambleton et al., 1998): 96 responding Computer Science students CAPSI topic (term 1) v. conventional topic (term 2) Approaches to Studying Inventory (ASI) administered twice: once for each topic 37 replies to both questionnaires (within-subjects comparison) 59 replies to one questionnaire (between-subjects comparison) Mean ASI scores for meaning orientation:

  9. Evaluation of Brunel CAPSI (2) (Brinkman et al., 2007): Mean exam score, with a 95% confidence bar for 1st term & 2nd term topics in 2003-2004 (n = 176) & 2004-2005 (n = 177); comp. sci. & maths students

  10. Modification of CAPSI at Coventry University (1) sigma’s Proactive Teaching Programme: (Lawson et al., 2006) Aim: Target ‘at risk’ students on different service mathematics modules Provide appropriate support to a selected target group (or provide support to all) Reduce failure rates ~10 interventions per year with mixed results Modified CAPSI intervention for discrete maths has been running since 2006-2007

  11. Modified CAPSI at Coventry (2) Intervention targeted at ‘at risk’ student group via diagnostic test + self-selection Supplementary to traditional lectures & tutorials (for last 2 years) Resources available to all students via VLE & network drive Blended learning in class Individual coursework (used as a motivator for supplementary classes) No mid-sessional test (no control over this) Twice the length & content of the Brunel module 6 blocks, 25 units Block tests to whole group by negotiation, with individual or group feedback (less strict) Pastoral use of SMS messaging

  12. Summary of Interventions Good results in 2007-2008, but too ambitious in 2008-2009: poor attendance & little effect (too many ‘at risk’ students)

  13. JISC RePRODUCE Project (Samuels, 2009): • 13 months, 2008-2009, £25k • ‘Proactive Maths Support’ • Main aim: • To reuse, repurpose & develop new material in discrete mathematics • Pilot trial & evaluation • Dissemination via JorumEducationUK repository & memory sticks • Outputs: • 25 units of notes (rtf & pdf) • 20 online unit tests (Blackboard/WebCT) • 182 video clips (summary & solution) (wmv)

  14. RePRODUCE Project Evaluation Questionnaire (n = 20) & interviews (n = 6): 90% of responding students felt that the support was worthwhile and that they would like other modules to be supported in the same way

  15. Conclusions PSI is an effective teaching method, especially for weaker students, although currently its practice & underlying pedagogy are not popular CAPSI for discrete maths has the potential to augment PSI more effectively than standard computer-based instruction methods CAPSI for discrete maths for Computer Science students encourages a meaning approach to studying and leads to improved grades CAPSI for discrete maths for Computer Science students has been implemented as a worthwhile supplementary intervention at Coventry University Additional funding from JISC has allowed these resources to be updated, extended & released to UK HE The success of the Coventry CAPSI intervention appears to depend critically on the group formation, motivation & engagement

  16. References (1) Brinkman, W.-P., Rae, A., & Dwivedi, Y.K. (2007) Web-based implementation of the Personalised System of Instruction: A case study of teaching mathematics in an online learning environment. International Journal of Web-based Learning and Teaching Technologies, 2(1), pp. 39-69 Epp, S.S. (2004) Discrete Mathematics with Applications (3rd Edition, International Student Edition). Thomson Brooks-Cole, Belmont Glass, G.V. (1976) Primary, secondary and meta-analysis of research. Educational Researcher, 10, pp. 3-8 Hambleton, I.R., Foster, W.H. & Richardson, J.T.E. (1998) Improving student learning with the Personalised System of Instruction. Higher Education, 35, pp. 187-203 Keller, F.P. (1968) Good-bye, Teacher… Journal of Applied Behaviour Analysis, 1, pp. 79-89 Kulik, C.C., Kulik, J.A., & Bangert-Drowns, R.L. (1990) Effectiveness of Mastery Learning Programs: A Meta-Analysis, Review of Educational Research, 60(2), pp. 265-299

  17. References (2) Kulik, J.A., Kulik, C.C., & Cohen, P.A. (1979) A meta-analysis of outcome studies of Keller’s Personalised System of Instruction. American Psychologist, 34(4), pp. 307-318 Kulik, J.A., Kulik, C.C., & Cohen, P.A. (1980) Effectiveness of Computer-based College Teaching: A Meta-analysis of Findings. Review of Educational Research, 50(4), pp. 525-544 Lawson, D.A., Symonds, R., & Samuels, P.C. (2006) Proactive Interventions in Mathematics and Statistics Support, in CETL-MSOR Conference. LTSN Maths, Stats & OR Network, Loughborough Samuels, P.C. (2009) Reuse of learning content for proactive mathematics support in science service teaching, http://www.jisc.ac.uk/media/documents/programmes/ elearningcapital/mathssupportfinalreport.doc Yorke, M. (2001) Formative assessment and its relevance to retention, Higher Education Research & Development, 20(2), pp. 115-126

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