Student perceptions of lecture approaches in first-year Engineering Physics

David J. Low

Abstract


A cohort of first-year Engineering Physics students was surveyed to explore student attitudes towards a variety of large-class lecture techniques, in the first four weeks of their tertiary education. The results are compared with previous studies of the preferred learning style of undergraduate engineering classes. Particular attention is given to student attitudes towards the use of a Personal Response System, as compared to more traditional lecture approaches.

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