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All Journal International Journal of Pedagogy and Teacher Education
Seshasai Srinivasan
McMaster University
Education Social Sciences

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An Intervention-Based Active-Learning Strategy To Enhance Student Performance in Mathematics Gaganpreet Sidhu; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 2, No 1 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.813 KB) | DOI: 10.20961/ijpte.v2i1.19568

Abstract

Experiments were performed to study the effect of integrating an intervention strategy on student learning in an active learning environment in three different undergraduate mathematics courses. In these pedagogical experiments, the learning was measured via several subjective tests and the overall final grade for each course. For each course the comparison was made between two sections, one receiving the material via traditional instruction (control section) and the second receiving the material via instruction based on the active learning strategy (experimental section). It was found that students taught using the latter approach performed significantly better in the tests and exams, reflecting a good understanding of the material.
Effect of the Time of Day of Instruction on Student Learning Nasim Muhammad; Gaganpreet Sidhu; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 4, No 2 (2020): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v4i2.43070

Abstract

In this work, we analyse the effect of the time of the day of instruction on student learning on a programming course taught to first-year undergraduate engineering students. A total of 174 students were split into three different groups, each  with a different class time. All were taught the same material and by the same instructor. It was found that students in the morning and early afternoon groups performed better than those in the late afternoon group. In all three groups, there was evidence of long-term retention of concepts, which is attributed to the intervention-based active learning environment using the principles of constructivism. Specifically, the techniques of reinforcement and feedback help with long term retention and avoidance of learning wrong concepts, aided by immediate corrective feedback.
A Short Review of Online Learning Assessment Strategies Adan Amer; Gaganpreet Sidhu; Zhao Bo; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 6, No 2 (2022): International Journal of Pedagogy and Teacher Education - October
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v6i2.66579

Abstract

The COVID-19 pandemic has caused a paradigm shift in how teachers, instructors and students approach teaching and learning, especially concerning the migration to online learning environments. One of the most challenging aspects of adapting to online/virtual education is evaluating students’ knowledge acquisition through learning assessments. The lack of face-to-face proctoring renders many of the traditional paper-based assessment techniques impractical, especially in the context of an engineering education that is heavily focused on applied learning. Since virtual education now represents an important evolution in education, it is pertinent for educators to familiarise themselves with the new possibilities of assessment methods in a virtual setting and to design tailored assessment strategies for individual courses. This article reviews and summarises commonly employed virtual assessment methods that are applicable to most engineering educational situations, such as open-book exams, online quizzes, or peer assessments. The paper also discusses some concerns that may arise in implementing these methods. Additionally, there is a particular focus on qualitatively-graded ePortfolios as a unique pedagogical tool in the virtual classroom due to their role as both a repository for storing learning artifacts and a vehicle for advancing students’ learning experience.
A Consideration of Gradeless Learning in Higher Education Adan Amer; Gaganpreet Sidhu; Seshasai Srinivasan
International Journal of Pedagogy and Teacher Education Vol 7, No 1 (2023): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v0i0.73153

Abstract

This article presents a brief overview of the purpose, implementation, and criticisms of the typical graded system 'used by most schools worldwide to assess students' academic performance. Letter and numerical grades serve many purposes, such as motivating students and allowing teachers or parents to track progress, yet this tool is quite unreliable for measuring knowledge acquisition. The overuse of grades to measure student success also impedes intrinsic learning outcomes, such as discovering interests or developing skills essential for transforming post-secondary students into lifelong learners. In contrast, gradeless learning systems that emphasize the application of knowledge and high-quality feedback can improve 'students' well-being and overall learning outcomes. Despite these benefits, switching away from grades is a tumultuous one given that students rely on them for motivation to perform well in school. Hopefully, implementing gradeless learning on a program or course level will be the first step in achieving this paradigm shift.
Co-Authors Adan Amer Gaganpreet Sidhu Nasim Muhammad Zhao Bo