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The effects of teaching and assessment methods on academic performance: a study of an Operations Management course

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Autor: Sacristán Díaz, Macarena
Garrido-Vega, Pedro
Alfalla Luque, Rafaela
González Zamora, María del Mar
Departamento: Universidad de Sevilla. Departamento de Economía Financiera y Dirección de Operaciones
Fecha: 2016
Publicado en: Innovations in Education and Teaching International, 53 (5), 497-507.
Tipo de documento: Artículo
Resumen: Whether the use of more active teaching–learning methods has a positive impact on academic performance remains unanswered. This article seeks to contribute to the issue by conducting a study of an Operations Management course with almost 1000 students per year over three consecutive academic years. The study compares three scenarios with differing degrees of student involvement and Information Technology usage. The findings show no differences in terms of exam grades, but there is an increase in the percentage of passes in the most active scenario analysed, in which continuous assessment tests are used. Notwithstanding, student involvement in the optional assessable activities was found to be a significant factor for predicting the likelihood of passing the subject, especially when continuous assessment tests are used, since their grades show a higher correlation with exam grades.
Cita: Sacristán Díaz, M., Garrido-Vega, P., Alfalla Luque, R. y González Zamora, M.d.M. (2016). The effects of teaching and assessment methods on academic performance: a study of an Operations Management course. Innovations in Education and Teaching International, 53 (5), 497-507.
Tamaño: 342.5Kb
Formato: PDF

URI: https://hdl.handle.net/11441/69635

DOI: 10.1080/14703297.2015.1008546

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