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					 Live your life. Create your destiny.




Does classroom management
Play a role in student progress?
 Ina Louw
 louwcj@tut.ac.za
   Department Mathematics and Statistics




 Presentation layout
•Background and motivation
•Research question
•Sampling
•Data collection and analysis
•Results
•Concluding remarks
   Department Mathematics and Statistics




 Background and motivation
• Institutional project
• Faculty of Science
• Identification of problems
• Defining “good” and “bad”
• Planning the project
• What is different?
 Department Mathematics and Statistics




Research question
•How does the (“perceived”)
  quality of teaching and learning;
  existing support systems; and
  infrastructure impact on student
  pass rate in specific subjects?
   Department Mathematics and Statistics




 Sampling
• Stratified random sampling
• DoE benchmark of 69%
• Sampled 10 “poor” and 5 “good”
  subjects
• Adhered to all ethical priniples
  Department Mathematics and Statistics




 Data collection and analysis
• Student Questionnaires
   • Three dimensions
   • Focused on classroom
   • Lecturer
   • Stress factors
   • Suggested improvements
   Analysis
  Department Mathematics and Statistics




 Results (1)
• Classroom issues:
o Punctuality
o Monitoring attendance
o Noise
o Size of group, venue
o Lecturer
o Timetable
  Department Mathematics and Statistics




 Results (2)
• Textbooks vs keeping up & asking
• Reasons for not asking questions:
   •Too shy – 18%
   •No opportunity – 4%
   •Figure out myself – 8.7%
   •Not prepared in class – 8.7%
   •Poor language skills – 6.3
   •Lecturer humiliates us – 2%
  Department Mathematics and Statistics




 Results (3)
• Audibility of lecturer:
   •21% indicated they can not hear
      • 55.2% says tempo and big
        words
      • 44.8 says ambient noise
• In “poor” 59% couldn’t hear
   Department Mathematics and Statistics




 Results (4)

• Class size was a significant factor,
   but not manageable by lecturer
   • 97.6% are in large classes
   •55.6% said it impacts on their
     ability to understand.
  Department Mathematics and Statistics




 Results (5)

•Sources of information (ranked):
  •Lecturing as #1 – 96%
  •Textbook as #2 – 45.32%
(Lecturers agreed)
   Department Mathematics and Statistics




Results (6)
• Stress factors:
   • Classroom – 46.72%
      •Temperature, seating, noise
   • Lecturing style, tempo, hearing
      -19.85%
   • Duration and time of periods-
     9.9%
  Department Mathematics and Statistics




Results (7)

•Attendance and feedback:
  • “Role call” misunderstood
  • Feedback policies differ
   Department Mathematics and Statistics




 Concluding remarks
• Ambiguity is possible
• No big difference between “poor”
  and “good” (group size)
• Lecturer evaluation go some way
• No arguing of discipline, feedback
  and friendly approach
• What is different?
   Department Mathematics and Statistics




 Concluding remarks (2)
• Final remark:
• Classroom management is a
   necessity, buy not the α or Ω

Students are individuals:

One size does NOT fit all!!

				
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posted:6/17/2012
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