Students results from worst to best by using SRS


The class with the lowest exam score used SRS and transformed into the very best one. In addition twice as many students were recruited from this class to further studies at HiST.

Introducing the online Student Response System (SRS) at HiST has lead to some surprises. 

Each year during the period 2009-2012, 4 recruitment classes have followed a 1-year qualification course in order to start on their engineering studies. One of those classes was considered academically stronger than the other three, based on grades from their earlier education. Still, they performed at a lower level then the rest of the student mass at the end of the year.  What were the reasons for attrition and low achievement in this specific student group?

Throughout the 2011-12 school term, the math teacher in this particular class used SRS on a regular basis in every lecture, in combination with 7 collaborative group work actions. The other classes did not change the teaching methods. At the end of the year, the academic performance was measured by dividing the average score for each group at the outset, with the average result of the final mathematics exam. A low ratio would indicate high performance compared to their starting point; a high ratio would indicate the opposite.

For the 2009 -10 school term, the class in question got a score of 15.1, while the average value for the remaining three classes was 13.6.  The figures for 2010-11 were 14.2 versus 12.1 for the reference classes, respectively. This trend changes dramatically in 2011/2012, with the "troublesome" class now being the highest-performing class in mathematics - this time, the ratio is a significantly lower 11,5, while the three reference groups score an average of 13.0.

Thus, in the 3rd year of this study, the class went from being the lowest-performing class in mathematics, to becoming the highest- performing class of all 4 classes taking the qualification course. Also, the number of students from the subject class continuing their studies at HiST was doubled, compared to previous years. The only major difference between the first two years and the third year, was the way the students in the subject class learned the curriculum:

The math instructor at HiST used SRS in combination with collaborative work, as a preferred method, to obtain a significant gain in performance in the weakest class.

SRS 2.0, PELE 1.5, Eval 1.0 and iLike 1.0 are available for use.