Student learning difficulties and teaching methods

File, Jon

doi:10.1080/03075078412331378844

Cited by 5 publications

(3 citation statements)

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“…Similar concerns are commonly reported from other institutions (e.g. File, 1990;Hay & Delaney, 1994;Johnston, 1994;Martens & Lietz, 1994;Samson & Radloff, 1994).…”

Section: Introductionsupporting

confidence: 77%

A Response to Apparently Low Levels of Numeracy and Literacy Amongst First Year University Environmental Science Students: A Numeracy and Literacy Skills Survey

Boyd¹,

Cullen²,

Bass³

et al. 1998

International Research in Geographical and Environmental Educat

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This paper describes a numeracy and literacy skills survey administered annually to approximately 200 first year environmental management students, a group traditionally considered weak in basic numeracy and literacy skills. The intention of the survey is to provide students with feedback regarding their numeracy and literacy skills levels, and thus the opportunity to take appropriate action where necessary. Additionally, the survey serves to inform teaching staff, thus providing them with opportunities of adjusting their teaching style. The survey boosts morale amongst student who are often under-confident of their basic numeracy and literacy skills. In reviewing the initial applications between 1995 and 1997, the survey appeared successful in meeting its objectives. However, after its initial trial, several changes in its design and, especially, administration were necessary, resulting in a revised version with a strong focus on student self-and peer-assessment. Most importantly, the survey evolved from being a skills assessment instrument to one which provides a core teaching function. In addition to assisting students to identify their own strengths and weakness, it now indicates to students what is required of them in the way of literacy and numeracy within their course work, and how their work is assessed by lecturers.

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“…Similar concerns are commonly reported from other institutions (e.g. File, 1990;Hay & Delaney, 1994;Johnston, 1994;Martens & Lietz, 1994;Samson & Radloff, 1994).…”

Section: Introductionsupporting

confidence: 77%

A Response to Apparently Low Levels of Numeracy and Literacy Amongst First Year University Environmental Science Students: A Numeracy and Literacy Skills Survey

Boyd¹,

Cullen²,

Bass³

et al. 1998

International Research in Geographical and Environmental Educat

View full text Add to dashboard Cite

show abstract

“…Other research also indicates that test anxiety is not only related to fears of negative evaluation but also to poor information processing, ineffective study methods and problems in selecting the important points in reading assignments (Navch‐Benjamin 1991). The problem of deficient basic academic skills in university students has been highlighted by several workers (File 1984; Weinstein & Underwood 1985; Nightingale 1988; Bilbow 1989).…”

Section: Discussionmentioning

confidence: 99%

Influence of context and preferred learning environments: approaches to studying physiology

Tan

Thanaraj

1993

Medical Education

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One hundred and twenty-eight medical students who had experienced a traditional-style preclinical curriculum completed three self-report questionnaires. Using factor analysis of students' responses this study explores interactions between study orientation, preferences for different kinds of learning environment, and evaluations of the physiology course. Such interactions can provide insight into the reasons why students fail to adopt effective learning strategies. Although many students had the intention to understand, they did not adopt a deep approach. Achievement motivation was strong, test anxiety high, and the course was perceived to be competitive. The meaning orientation merged with the achieving orientation; students were thus performance rather than task oriented. These students perceived the course to have been challenging, as did students within the reproducing orientation and who had 'surface' preferences. Students within the non-academic orientation had difficulty coping with the course. The findings suggest that conventional teaching and assessment methods are preventing students from developing appropriate criteria and internal standards for evaluating performance. An illusion of comprehension may prevent students from seeing the need to adopt more effective learning strategies and cause 'good' students with the ability to adopt a deep approach to abort the pursuit of deep understanding. Students' preferences and evaluations of teaching and assessment indicate that students within the different learning orientations have different educational needs. The implications for instruction and evaluation are discussed.

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“…Research has shown that how well students learn depends not only on what they are taught, but also on the pre-existing knowledge they use to make sense of that new information (Gick and Holyoak 1980;Bransford, Brown and Cocking 2000). While the prevalence of gaps between instructor goals and student learning was highlighted a generation ago (File 1984;Entwistle 1987), the reasons behind these gaps are only now being revealed (Vermunt and Minnaert 2003). Current evidence suggests that a likely explanation for the gap is that most studies focus on deficiencies in students or their study habits, rather than on the lack of connection between the curriculum and students' current knowledge and beliefs (Haggis 2009).…”

Section: Citizenshipmentioning

confidence: 99%

An exploratory examination of students' pre-existing beliefs about leadership

Caza

Rosch

2013

Studies in Higher Education

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Preparing future leaders is a long-standing priority in higher education, but doubts have been raised about whether this goal is being achieved. Pedagogical research suggests that leadership development can be improved by taking account of students' pre-existing beliefs about leadership; however, little is currently known about those beliefs. To learn more, we conducted exploratory factor analyses of responses from the Multi-Institutional Study of Leadership. In a random sample of 1465 undergraduate students with no prior leadership education, we found that their beliefs about leadership had a four-factor structure: students felt that leaders needed to serve their community, be open-minded, honour their values, and be comfortable with change. As evidence of these factors' importance, we found that students' factor scores predicted several leadership outcomes, including leadership self-efficacy, social change behaviour, and perspective-taking. These findings suggest the value of better understanding students' preexisting beliefs about leadership.

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Student learning difficulties and teaching methods

Cited by 5 publications

References 0 publications

A Response to Apparently Low Levels of Numeracy and Literacy Amongst First Year University Environmental Science Students: A Numeracy and Literacy Skills Survey

A Response to Apparently Low Levels of Numeracy and Literacy Amongst First Year University Environmental Science Students: A Numeracy and Literacy Skills Survey

Influence of context and preferred learning environments: approaches to studying physiology

An exploratory examination of students' pre-existing beliefs about leadership

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