Imperial College London
Alternate

DrMagdaCharalambous

Faculty of Natural Sciences, Department of Life Sciences

Teaching Fellow (equivalent to Level 6)
 
 
 
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Contact

 

+44 (0)20 7594 5372m.charalambous

 
 
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Location

 

505Sir Alexander Fleming BuildingSouth Kensington Campus

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Summary

 

Publications

Citation

BibTex format

@article{Charalambous:2021:10.1080/09650792.2020.1782240,
author = {Charalambous, M and Hodge, JA and Ippolito, K},
doi = {10.1080/09650792.2020.1782240},
journal = {Educational Action Research},
pages = {226--244},
title = {Statistically significant learning experiences: towards building self-efficacy of undergraduate statistics learners through team-based learning},
url = {http://dx.doi.org/10.1080/09650792.2020.1782240},
volume = {29},
year = {2021}
}
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RIS format (EndNote, RefMan)

TY  - JOUR
AB  - Competence in statistics is a fundamental component of a biological scientist’s toolbox. However, anxiety often affects undergraduate students’ development of this competence and research has shown that perceived self-efficacy for statistics is correlated to academic performance. Self-efficacy may be promoted by reducing anxiety , and also allowing students to practice their skills in groups to model approaches used and obtain peer feedback. We undertook action research to investigate how a change in teaching method to team-based learning (TBL) affected our students. The first iteration of the teaching with Year 2 students led us to change our delivery to allow more time for teamworking for the next iteration with Year 1 students. We found that some measures of self-efficacy were correlated with a post-TBL summative test performance of Year 1 and Year 2 students. However, Year 1 students were less positive about TBL. This corroborated quantitative findings revealing that they had lower collective efficacy than Year 2 students, despite teams performing as well during formatively assessed TBL. We draw on self-efficacy theory to better understand why students perceive and report differing learning experiences, and to make recommendations for designing teaching and learning that helps build their self-efficacy.
AU  - Charalambous,M
AU  - Hodge,JA
AU  - Ippolito,K
DO  - 10.1080/09650792.2020.1782240
EP  - 244
PY  - 2021///
SN  - 0965-0792
SP  - 226
TI  - Statistically significant learning experiences: towards building self-efficacy of undergraduate statistics learners through team-based learning
T2  - Educational Action Research
UR  - http://dx.doi.org/10.1080/09650792.2020.1782240
UR  - https://www.tandfonline.com/doi/full/10.1080/09650792.2020.1782240
UR  - http://hdl.handle.net/10044/1/80010
VL  - 29
ER  -
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