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ERIC Number: EJ846336
Record Type: Journal
Publication Date: 2005-May
Pages: 12
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-1479-7860
Lectures Replaced by Prescribed Reading with Frequent Assessment: Enhanced Student Performance in Animal Physiology
Chevins, Peter F. D.
Bioscience Education e-Journal, v5 Article 1 May 2005
This article describes a study of the effects of partial replacement of lectures with a system of prescribed reading, supported by weekly objective testing in a second year animal physiology module. Formative tests with feedback within 24 hours were followed a week later with summative tests on the same material, utilising a proportion of the same questions. Over a three year period, students' reported study hours during the module increased significantly over their normal study time. Summative test scores were always significantly higher than the preceding formative test scores. More study hours were devoted to the summatively assessed material. The topics taught in this way (nerve, muscle and endocrine physiology) were previously the subject of the poorest examination results, and were chosen least as examination essay topics. During the three years of the study, examination results improved for nerve physiology (marginal statistical significance) but the proportion of students choosing the different topics for their examination answers was unchanged. Students approved of the learning regime, but only when supported by some lectures. (Contains 3 tables and 3 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A