Effectiveness of PASS and Tutorials in EC135

Cook, Averil and Freeman, Brooke (2001) Effectiveness of PASS and Tutorials in EC135. Discussion Paper No. 285, School of Economics, The University of Queensland.

Attached Files (Some files may be inaccessible until you login with your UQ eSpace credentials)
Name Description MIMEType Size Downloads
econ_dp_285_01.pdf econ_dp_285_01.pdf application/pdf 1.46MB 279
Author Cook, Averil
Freeman, Brooke
Title Effectiveness of PASS and Tutorials in EC135
School, Department or Centre School of Economics
Institution The University of Queensland
Open Access Status Other
Report Number Discussion Paper No. 285
Publication date 2001-02-01
Subject 340000 Economics
330109 Assessment and Evaluation
Abstract/Summary Theory suggests that students retain more knowledge if they have engaged in deep rather than surface learning. The EC135 Quantitative Analysis course is one that students find challenging, but it is a compulsory as well as a prerequisite subject in the faculty. A survey investigated how well students retained knowledge, and sought relationships between retention of knowledge, methods used for studying, PASS and tutorial attendance, and grades achieved. It was found that regular tutorial attendance was a strong contributor to retention of knowledge and attainment of higher grades. Peer assisted study sessions (PASS) were valuable for those who participated, although the relative contribution of PASS and tutorials was difficult to identify since many students were strong users of both resources.
Keyword peer assisted study sessions
retention of knowledge
study habits
economics teaching

Document type: Department Technical Report
Collection: Discussion Papers (School of Economics)
Version Filter Type
Citation counts: Google Scholar Search Google Scholar
Created: Fri, 18 Jun 2004, 10:00:00 EST