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- W1968889675 abstract "This case study provides an analysis of academic performance on a level 1 plant science module between 1994–1999 when A-level point score remained stable, and the curriculum content was unchanged. Teaching delivery altered radically in that content delivered via lectures was replaced with multimedia material and workshops (n = 20 students maximum). Assessment altered from an exam (50% of module mark) to four phase tests (12.5% of module mark each). Assessed practicals (50% of module mark) were reduced from five to two; two remained for formative feedback. The percentage of students passing the module significantly improved between 1994 and 1999. The mean coursework mark also significantly improved as did mean module exam mark and mean module mark. The improved performance in practicals was largely attributed to adequate training in lab report writing and to academic feedback via the two formative practicals. Actively engaging students in learning at their own pace and from each other, as well as enforced use of private study time to prepare for workshops and phase tests were felt to be the principle benefits of using multimedia/workshops which were largely responsible for improved academic performance." @default.
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- W1968889675 date "2001-12-01" @default.
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- W1968889675 title "Case Study" @default.
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- W1968889675 doi "https://doi.org/10.1080/00219266.2001.9655788" @default.
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