ERIC Number: EJ721445
Record Type: Journal
Publication Date: 2005-Sep
Reference Count: 23
The Relationship Between Attendance in Student-Centred Physics Tutorials and Performance in University Examinations
Sharma, Manjula D.; Mendez, Alberto; O'Byrne, John W.
International Journal of Science Education, v27 n11 p1375-1389 Sep 2005
The School of Physics at the University of Sydney has introduced voluntary workshop tutorials in large first-year courses. The tutorials are based on informal cooperative groupings with structured worksheets and short hands-on activities. In this study we explore the relationship between attendance at the workshop tutorials and student performance in examinations. We show that about 80% of the students attend more than two-thirds of the voluntary tutorials. Discounting the students who attend very few tutorials, on average, examination marks improve significantly with increased tutorial attendance. In particular, on average, students with poor senior high school scores have significantly better examination marks if they work in the same group for eight or more tutorials than those who do not work in the same groups. There is evidence that the improvement in examination performance is more pronounced in qualitative concept questions, most dramatically again for students who did poorly in senior high school.
Descriptors: Foreign Countries, Workshops, Tests, Physics, Academic Achievement, Attendance, Test Coaching, Scores, Higher Education
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Australia