Including participation credit in the final grade calculation is a matter of some concern to me. I have found it can foster competition regardless of the classroom climate. It may also disadvantage some students who are uncomfortable. For these reasons, I now use participation, including observable improvement over time, to adjust grades upwards if a student's grade is borderline. Quizzes Student participation in setting the final
examination Conclusion For the past two years, I have been developing my approach to participatory teaching in a small third year Algebra course for majors. However, my first attempt at implementing these ideas was in a second year Finite Mathematics course for non-majors. It was a multi-section course; mine had sixty students enrolled and no attrition. The two other sections were slightly smaller and both instructors employed an exclusively lecture approach. My main objective was to prove to my colleagues that I could teach sixty students without lecturing and without consequently compromising standards or disadvantaging the students. Measured by a common final examination, the three sections of the course had almost identical class averages. However, students in my section obtained more A grades overall (27% compared with 22% and 19%) and only 15% of students in my section failed the examination where 24% and 30% failed in the other two sections. Covering the course content presented no difficulty for me or, judging by their examination success, for the students. Over two-thirds of them participated actively in the course in one way or another and only one student complained of discomfort. One cannot conclude that the lecture method came out second best judging by the examination criteria alone; but it could be claimed that my "coaching" method held up well against the traditional approach. It is likely, however, that the impact of participatory, democratic teaching methods is not readily evaluated in the short-term nor by quantitative means.
|
Back | Contents | Next |