Case Study

Case Study and experimental analysis

Scenario:Case Study

According to syllabi of BSc.(Hons) Logistics and Transport there is a Module to teach Research Methodology

Total Credit: 2

Total teaching hours: 30

The module first delivered in 2016

A senior lecturer with the research exposure in Mathematical and Statistical Methods was assigned the task.

After the first lesson some students complained to me that they cannot understand the subject. I pacified them saying that it is the nature of the subject and after few more lectures they would understand it better and not to worry. I collected all the teaching materials that was given to the students and realised that the handouts were little advanced to the undergraduates in 3rd year who does not have any exposure to the subject or its outcome. I arranged a private meeting  and had  one-hour discussion with the lecturer to understand the story from his context. He said that some students have not been attentive, and they did not show any interest even after advising them personally to them. I diplomatically conveyed the lecturer that the students are not PhD or masters level students and naturally they do not understand the gravity of this subject, therefore try to make it more interactive and first show them the importance of the module when they start their dissertation next year. I then stopped their following week lecture and arranged a meeting with all students in the class at the time that was scheduled for the next lecture.

I thanked students for responding about the difficulties they faced and explained why I selected that particular lecturer, his qualifications and expertise in the subject, the number of lecturers on research methodology he had conducted before, my personal experience about his deliveries, etc. The students later agreed to continue with the same lecturer until the end. However, I was not happy about the outcome of the course. Then I decided to deliver the module to the subsequent batch by myself. Having carefully gone through the CSQ forms (Customer Survey Questions conducted by the Quality Department for any module) I prepared well in advance for the lecture and managed to complete the 30 hours classroom teaching without any major complaint. However, I was not fully satisfied the overall knowledge the students gained by the traditional teaching methods I used.

The third batch commenced one month after I started  attending the CERTIFICATE PROGRAM IN TEACHING METHODOLOGY IN HIGHER EDUCATION (CPTMHE). I wanted to try the student-centred leaching and learning methods we studied in the CPTMHE. I carefully selected some of the interactive teaching methods and applied them in the module. Most importantly I educated the students that I will be applying the modern methods and made their mind prepped for the change. I received an excellent cooperation from the students as they enjoyed the new methods. I managed to send the students to the library frequently as they were supposed to learn things by themselves. Each they had to do a  group assignment or individual assignment. Time to time I facilitated them to present their findings to the class.

I wish to include 25 MCQs as the compulsory question in the final examination paper  and 3 more essay type questions to answer out of five. After the examination the results will be critically analysed to make necessary changes in the next batch.

 

 

Their marks for assignments are given in table 1

 

 

 

Table 1: Students marks for weekly assignments.
Assignments
Registration Number 1 2 3 4 5 Mid Term Exam 6 7 Total out of 40
BScC-551/16-03/0001 100 85 90 86 60 100 80 80 681 34
BScC-551/16-03/0002 100 85 75 79 60 100 70 80 649 32
BScC-551/16-03/0003 100 84 75 79 60 100 80 75 653 33
BScC-551/16-03/0004 90 80 90 86 60 100 85 60 651 33
BScC-551/16-03/0005 90 68 75 87 50 100 80 65 615 31
BScC-551/16-03/0006 100 94 75 90 50 100 75 75 659 33
BScC-551/16-03/0008 100 84 95 90 75 100 80 60 684 34
BScC-551/16-03/0009 100 90 75 87 50 100 80 65 647 32
BScC-551/16-03/0012 100 79 75 79 60 100 85 70 648 32
BScC-551/16-03/0013 100 95 90 86 60 100 75 80 686 34
BScC-551/16-03/0016 100 95 95 90 75 100 85 85 725 36
BScC-551/16-03/0017 100 92 75 87 75 100 80 75 684 34
BScC-551/16-03/0019 100 85 95 90 75 100 85 65 695 35
BScC-551/16-03/0020 90 81 75 87 50 100 85 55 623 31
BScC-551/16-03/0021 0 88 85 90 90 100 80 60 593 30
BScC-551/16-03/0023 100 97 95 80 98 100 85 70 725 36
BScC-551/16-03/0024 90 95 75 87 50 87 85 65 634 32
BScC-551/16-03/0026 100 90 95 87 98 100 80 95 745 37
BScC-551/16-03/0027 100 85 75 87 50 100 50 547 27
BScC-551/16-03/0029 90 0 90 5
BScC-551/16-03/0031 100 84 0 80 98 0 80 442 22
BScC-551/16-03/0032 100 96 75 80 60 87 80 75 652 33
BScC-551/16-03/0033 0 85 95 80 98 87 75 33 553 28
BScC-551/16-03/0034 100 95 95 80 98 100 85 90 743 37
BScC-551/16-03/0036 100 92 75 79 50 100 80 75 651 33
BScC-551/16-03/0038 100 90 85 94 90 100 100 80 739 37
BScC-551/16-03/0039 100 80 75 94 60 100 80 80 669 33
BScC-551/16-03/0040 100 98 75 80 98 93 85 45 674 34
BScC-551/16-03/0041 100 86 85 94 90 97 85 75 711 36
BScC-551/16-03/0043 100 69 75 79 60 100 85 75 643 32
BScC-551/16-03/0044 100 89 75 79 60 0 85 75 563 28
BScC-551/16-03/0046 100 88 0 79 60 100 85 75 587 29
BScC-551/16-03/0048 100 86 75 80 98 100 85 75 699 35
BScC-551/16-03/0049 100 76 0 90 75 100 85 75 601 30
BScC-551/16-03/0050 90 63 90 86 60 80 85 60 614 31
BScC-551/16-03/0051 100 85 90 86 60 93 85 80 679 34
BScC-551/16-03/0052 100 91 85 94 90 87 85 60 692 35
BScC-551/16-03/0053 100 90 85 94 90 97 85 75 716 36
BScC-551/16-03/0054 100 89 90 86 60 100 85 80 690 35
BScC-551/16-03/0055 100 84 0 90 75 100 85 75 609 30
BScC-551/16-03/0060 100 73 0 94 75 100 85 75 602 30
BScC-551/16-03/0063 100 91 90 86 60 100 85 85 697 35
BScC-551/16-03/0064 100 88 75 75 100 70 508 25
BScC-551/16-03/0065 100 75 85 94 90 100 85 75 704 35
BScC-551/16-03/0067 100 44 75 87 50 73 70 70 569 28
BScC-551/16-03/0068 100 91 85 94 90 97 85 65 707 35