Enhancing Engagement with Subject Specific Revision Sessions
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Transcript of Enhancing Engagement with Subject Specific Revision Sessions
Enhancing Student Engagement with Revision Sessions
Laura Averill, George Long & Jane Gurman
Department Biosciences & Chemistry
Assessment of Bioscience modules is, usually, by terminal examination
Most SHU bioscience modules support this assessment with:
Revision Sessions
Attendance at lectures is correlated with performance(Gendron & Pieper 2005)
Exams!
University
% C
ontr
ibu
tion
to D
egre
e g
rade
UniStats data on assessment type
Coven
tryKee
le
Leed
s
Impe
rial C
olleg
e Lo
ndon
Leice
ster
Nottin
gham
Tre
nt
Nottin
gham
Oxfor
d Bro
okes
Sheffi
eld
Sheffi
eld H
allam
Mea
n0
10
20
30
40
50
60
70
80
90
Exam
Coursework
We have below the sector norm for exams
What did we want?• Review the literature • Find out if staff & students
expectations matched• Find out what students think
is effective
Why wasn't it working?
How could we make it better?
Did any one else have any bright
ideas?
Huge amount of literature about• how to revise (The Student Room)• strategies for revision • the psychology of effective revision for exams• exam preparation....• but• almost NOTHING on effective delivery of
academic revision sessions
1st Problem!can
help
Background/ Introduction
Aims• Design evidence based scheme for revision sessions
adaptable to any subject– to enhance the effectiveness of these sessions
Objectives• What is Present Provision?• What are student expectations?• What are Staff expectations?• Is Bioscience "special"?• Are pre and post '92 universities different?
What is a Revision Session?
Let's define a revision session• Happens before study week• Whole group (lecture room)
~~~• Resource intensive• Part of present culture
• did you have revision sessions as an undergrad?• may reflect school/college approach(Jonhendro et al 2002, Nageswari et al 2004)
Todays message
• Have lots of data • Want to share some key aspects• Want to share some outcomes
• Discuss • Do staff and student expectation match?• Are there some simple changes we can
make to enhance our activity?
Methodology
• SurveyLevel Subject Institution
4 Bioscience Post '92
4 Bioscience Pre '92
5 Bioscience Post '92
5 Maths Post '92
6 Bioscience Post '92
OverviewQuestions asked
• Staff• experiences of giving revision sessions• student expectations
• Level 4• experiences from pre- university• expectations of revision to come• ideal revision session
• Level 5• experiences pre-uni• experiences of level 4• ideal revision session to come
• Level 6• experiences level 4, 5 & 6• ideal revision session
What did we ask?What was the exam experience like?
Are revision sessions timetabled?
Do you attend sessions?
What would prevent you going to revision sessions?
What type of session do you prefer? Were your
results better / worse than expected?
What is the purpose of revision?Are Staff & Student Expectations
Aligned?
"From the Latin - to see again. The process of reviewing and consolidating a body of information so that synthesis and synaptic interconnections can be made so as to produce novel interpretations and applications"
"So I can get the stuff I need to get through the exam"
Staff & Student Responses Deterrents & Drivers for Students Attending Revision
Sessions
Deterrents
Scary
I alr
eady
kno
w the
mat
erial
Boring
Not h
elpfu
l
At ina
ppro
priat
e tim
es0
10
20
30
40
50
60
70
80
Drivers
% R
espo
nses
Improve exam result
No offend Lecturer
Not miss important
info
Have not attended previous lectures
Exam hints0
10
20
30
40
50
60
70
80
90
StaffStudents
So• Staff & student not so far apart
~• Appropriate timing of sessions needs
further investigation
~
• Students want hints
Staff know this
Do we need to manage expectations
Comparison of Pre & Post '92 (level 4)Drivers to Attendance
Improve exam result
No offend Lecturer
Not miss important
info
Have not attended previous lectures
Exam hints
0
10
20
30
40
50
60
70
80
90
Pre- '92
Post '92
Deterrents to Attendance
% S
tude
nt R
espo
nses
Scary
I alr
eady
kno
w the
mat
erial
Boring
Not h
elpfu
l
At ina
ppro
priat
e tim
es0
10
20
30
40
50
60
70
80
90
100
So
• Drivers similar• Need more information – all levels
• Only looked at level 4
• Some differences• Some explainable
Post ‘92
~ timing needs further investigation
Comparison of SHU Bioscience with Maths Students
At inap
prop
riate
times
s
Prefe
r to
spen
d tim
e re
visin
g o
n ow
n
Not h
elpf
ul
Borin
g
Just
reca
ppin
g
Will
reve
al m
y lac
k of r
evisi
on
Scary
Impr
ove
resu
lts
Previo
us se
ssio
ns h
elpe
d
I alw
ays a
ttend
eve
ryth
ing
Don't w
ant to
offe
nd le
cture
r
Prep
on e
xam
form
at
Don't w
ant to
miss
impo
rtant
info
I've
not b
een
to a
ny o
ther
lectu
res
Exam
hin
ts0
10
20
30
40
50
60
70
80
90
100
Level 4 Bio
Level 5 bio
Level 5 maths
% R
esp
onse
s
Deterrents Drivers
Maths Vs Bio
• Timing in Bioscience significant again
• Deterrents more variable than drivers• Maths seem to have had more positive
previous experience
Note maths prefer self revision, but always attend!
We asked?
What makes a good revision session?
& the answers were…
Ability to ask questions (55:58:48:9)
Go over difficult concepts (65:44:77:68)
Practice exam questions (30:64:4:18)
Other:Choose topic in advanceEssay helpExplain in more depthExplain exam format
(maths: bio 6,5,4)
Warning!• We asked…
Which module’s revision session did you enjoy best?
• We asked…
Which module did you do as expected, better or worse in the exam?
Sometimes the most enjoyable revision session
Gave worse exam results than expected!
Discussion
• Revisions sessions part of culture• Students expect them
• Enjoyable sessions can lead to mismatched expectations
• Why? May not be evident from module reviews.
• Suggestions for Bioscience• Do further investigation into timing of revision
sessions – what is the problem?
Conclusion
• Give the option of anonymously choosing topics in advance
• Sessions led by experts – not just the module leader
• Make the sessions “active”• Have short, small group sessions• Remove generic information
References• Gendron, P. & Pieper, P. (2005), “Does Attendance Matter? Evidence from Ontario
ITAL”, Unpublished draft for discussion.
• Jonhendro, Ching, G.B., Wahab, R., Leng, W.M., Aun, J.T.L., Yeoh, E., Hock, O., Koo, W.K.KDU (2002) community network. Internet and Higher Education. 2002;4:317–28.
• Nageswari. K, Malhotra. A, Kapoor. N and Kaur. G. (2004) Pedagogical effectiveness of innovative teaching methods initiated at the Department of Physiology, Government Medical College, Chandigarh. Advanced Physiology Education. 28 (1-4), 51–58.
• The Student Room. ([no date]). Revision Methods and Tips. Available: http://www.thestudentroom.co.uk/wiki/Revision_Methods_and_Tips. Last accessed 10th Apr
• UNISTATS. (2015). The Key Information Sets (KIS). Available: https://unistats.direct.gov.uk/find-out-more/key-information-set. Last accessed 5th May 2015
Abstract• Are revision sessions not engaging students• Investigate by questionnaire• Compare responses for bioscience at pre &
post ‘92 uni & post ‘92 maths students• Compare staff and student expectations• Found all students had similar responses• Biosciences SHU more affected by timing of
revision sessions• Possible to make some suggestions to
improve sessions