Evaluation of interactive teaching in bioscience degree courses

Description

The Personal Response System (PRS) is a tool that can be used to introduce problem solving and question/answer sessions in the traditional lecture. The purpose of the project was to assess the effectiveness of using the Personal Response System (PRS) in a primarily descriptive subject, which is not traditionally taught with an emphasis on problem solving. The Personal Response System was introduced gradually in the department and was in the third year of use in two courses. Several lecturers teach both the courses, only one of whom introduced PRS as part of the lecture system. This allowed a comparison of PRS teaching versus non-PRS teaching within the same course. The evaluation of PRS was been done by two means:

1. The preparation and analysis of a student questionnaire to assess student views
2. Collection and statistical analysis of exam marks covering the periods both prior to and after the introduction of PRS

Evaluation of the examination outcomes showed a positive effect with a small but statistically significant improvement in the examination outcomes for sections of the course using PRS. Student perceptions, as measured by questionnaires and focus groups, were very positive to the use of interactive methods. Partly because of the project, a radical change in the teaching methods and accompanying assessment is being undertaken.

Outcomes and downloads

• Final report

Links

Related project:

Addressing diversity of student needs in large class teaching using Personal Response Systems. Led by Caroline Angus, University of Essex