Abstract
It has been well documented that active learning (AL) improves student learning outcomes in education. This quasi-experimental study explores the effect of active learning on students’ knowledge of calculus concepts, in the form of the Calculus Concept Inventory (CCI), regular assignment scores, and test scores, during an 8-week calculus tutorial program. The active pedagogies used were cooperative problem-based learning and peer assessment, implemented using an interactive online whiteboard (IOWB) called RealtimeBoard. This study reveals statistically significant evidence that active learning increases students’ conceptual understanding and graded assignment performance in a first-year calculus class in Hong Kong. Furthermore, this study contributes towards a better understanding of how active learning can be implemented effectively in Asian tertiary mathematics education. Copyright © 2019 De La Salle University.
Original language | English |
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Pages (from-to) | 285-294 |
Journal | The Asia-Pacific Education Researcher |
Volume | 29 |
Issue number | 3 |
Early online date | Sept 2019 |
DOIs | |
Publication status | Published - Jun 2020 |
Citation
Ng, O.-L., Ting, F., Lam, W. H., & Liu, M. (2020). Active learning in undergraduate mathematics tutorials via cooperative problem-based learning and peer assessment with interactive online whiteboards. The Asia-Pacific Education Researcher, 29(3), 285-294. doi: 10.1007/s40299-019-00481-1Keywords
- Active learning
- Mathematics
- Problem-based learning
- Peer assessment
- Interactive online whiteboards