HBS Learning and Teaching Conference 04th June 2013Hajni Handler and Spela Horjak

Evaluating relevance of Afl principles in teaching commercial awareness incorporating numeracy to level 4 Marketing students in the ppp skills module

Background

Marketing students do NOT like numbers

Ironically, Marketing is all about numbers!

• BA Marketing programme does not have a CA/numeracy based module (e.g. budgeting, pricing, financial info)

• However, at least three modules both at Level 5 and Level 6 require students to analyse/work with numerical data in a Marketing/Business context based on the assumption that students have the necessary skills

• Numerical aptitude tests are part of any marketing placements, graduate schemes and jobs

• … and majority of Marketing students fail these tests

Background

4. Focusing on student development reflective assessment scenario based assignment

… to encourage positive beliefs and build student confidence

6. Considering student and staff effort integrate assessment tasks into a coherent whole detailed assessment-related information

Relevant AfL Principles

In-class test explicitly linked to final assignment acting as ‘diagnostic’ low stake assessment (AfL 6.2) allowed peer assistance

Marketing plan with budget individual assignment scenario based assignment and explicitly linked back to other

skills elements taught in the module (AfL 4.1) based on exercises and feedback delivered in tutorials step-by-step guidance template used by students and staff as

criteria (AfL 6.2)

Reflection Reflective piece identifying the positive aspects of their learning

and areas for improvement (AfL 4.1)

Applied assessments

Learning Diaries – • reflecting on expectations prior to starting this

element and experience in class • over 4 weeks (during the CA skills element)• weekly reflection• same question set to record changes in attitude

Questionnaire• post-reflection after completing the skills element and

final assignment• question set is based on findings from learning diaries

Research methods

50% of students never attended this skills element

85% of those who attended week 1 returned to classes (either lecture or tutorial) for all four weeks

Only 28% of the class attended both lectures and tutorials all four weeks

Discussion point:How to deal with students’ perception?(targeting those who never gave a chance to this part of the module)

Student engagement

Learning Diaries – I.

Completion rate: Week 1: 15, Week 2: 16, Week 3: 15, Week 4: 6

Week 1 Week 2 Week 3 Week 40

2

4

6

8

10

12 Why are you here?

No ideaIt's on my scheduleI'm interestedI'm very in-terested

Learning Diaries – II.

Completion rate: Week 1: 15, Week 2: 16, Week 3: 15, Week 4: 6

Week 1 Week 2 Week 3 Week 4

0

2

4

6

8

10

12

14

16

Relevance of CA to Marketing and you?

It is very relevantIt may be relevantI don't know if it is rel-evantNot relevant

Learning Diaries – III.

Completion rate: Week 1: 15, Week 2: 16, Week 3: 15, Week 4: 6

Week 1 Week 2 Week 3 Week 40

2

4

6

8

10

12

14

16

18

How are you feeling?

Confident, positive, re-laxedHopeful, more confidentSometimes positive then losing hope/ interest againAnxious, confused

Students’ perception about the importance of CA / numeracy

Students’ confidence in numbers and their numerical knowledge in general

Effectiveness of teaching and learning

Prior to Week by week By the end

Questionnaire

0-1 years 1-2 years more than 2 years

level of engagement and perceived relevance

low

co

nfide

nce

h

igh

Questionnaire

Feedback

“By looking over the pass few weeks, I can see how my confidence has increased after each lesson”

“The lecture about the assignment made me nervous… when it came doing the task, it was so straightforward that my confidence grew…”

“…at the start I was very confused… by the end I had answered all questions and I felt confident because my answers were correct…”

“I have not done numeracy for a while… which makes me nervous…

Feedback

“sometimes I think I know how to go about finding an answer in numeracy…but then I get confused and if I get it wrong, it doesn’t register in my brain…”

“it’s been for four years… it is taking a while to get back into remembering how to do basic calculations…and I’m feeling running out of time…

… Raised awareness about the importance of numeracy and commercial awareness in Marketing… But we can improve by: Managing expectations before the skills element kicks off

… Helped improve students’ confidence in dealing with numbers… But we can improve by: Managing those students’ perception who did not attend the classes without having any classroom participation/experience

… Increased student engagement… But we can improve by: Encouraging peer discussion and assistance (good students helping weaker students)

What we have achieved…