Literaturnachweis - Detailanzeige
| Autor/in | Shariff, Sya Azmeela Binti |
|---|---|
| Titel | The Effects of Individual versus Group Incentive Systems on Student Learning and Attitudes in a Large Lecture Course |
| Quelle | (2012), (117 Seiten)
PDF als Volltext Ph.D. Dissertation, Florida State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-1-2675-2496-6 |
| Schlagwörter | Hochschulschrift; Dissertation; Incentives; Student Attitudes; Lecture Method; Instructional Design; Audience Response Systems; Small Group Instruction; Large Group Instruction; Peer Relationship; Macroeconomics; Economics Education; College Students; Interviews |
| Abstract | Promoting active learning among students may result in greater learning and more positive attitudes in university-level large lecture classes. One way of promoting active learning in large lecture classes is via the use of a think-pair-share instructional strategy, which combines student participation in class discussions via clicker technology with small group activities. However, simply placing students in small groups does not insure that they will engage in meaningful peer interaction within groups. A group incentive might be one means of increasing the likelihood that students will engage in meaningful peer interaction and thus learn more and have more positive attitudes. The purpose of this study was to examine the effects of two incentive systems, group incentives and individual incentives, on students' learning and attitude in a university-level large macroeconomics course that employs a think-pair-share instructional strategy with clicker technology. However, the results did not support the hypothesis that the students who were in the group incentives condition would perform better than students in the individual incentive condition. The results also did not support the hypothesis that the students in the group incentives condition would have more positive attitude towards (a) the think-pair-share items, (b) partnering and peer discussion, (c) the incentive systems, and (d) the course as a whole. One-on-one student interview data was coded, analyzed, and merged into themes. The main themes were (a) students worked with several partners, rather than just one other student, (b) many students felt they benefitted from the think-pair-share discussions, and (c) some students disliked working with a partner because the partner was not prepared. Based on these findings, suggestions for future research are offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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