Cours interactif et performance académique d’étudiants de première année universitaire en économie
The paper studies the added value of an interactive learning method with regular monitoring compared to a classical teaching method combining lectures and exercises for a first-year economics course at the University of Namur (Belgium). The evaluation is based on an independent evaluation of the ini...
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| Format: | Article |
| Language: | fra |
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Association Internationale de Pédagogie Universitaire
2015-12-01
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| Series: | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| Subjects: | |
| Online Access: | https://journals.openedition.org/ripes/1003 |
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| _version_ | 1841546610435162112 |
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| author | Alain de Crombrugghe Marc Romainville |
| author_facet | Alain de Crombrugghe Marc Romainville |
| author_sort | Alain de Crombrugghe |
| collection | DOAJ |
| description | The paper studies the added value of an interactive learning method with regular monitoring compared to a classical teaching method combining lectures and exercises for a first-year economics course at the University of Namur (Belgium). The evaluation is based on an independent evaluation of the initial skills of the students and on their final results in economics and across all subjects for their first year. It examines both differences in grades between students in the experimental group and those of the control group, and the distribution of these differences across the students in both groups. The analysis assumes that there is no hidden variable that characterizes the students belonging to the interactive group that cannot be captured by the initial measurement of skills. Therefore, the data suggest that the interactive method, including its monitoring of students and dialogues with the teacher, has an added value for the academic performance of students due to their motivation and engagement. Nonetheless, it does not enable all students to achieve a pass grade and it displays its strongest effects at both ends of the distribution of initial skills. Students’ oral comments underline the benefits of regular work, cooperation with other students, discussions with the teacher and progressive understanding of the required quality of work. |
| format | Article |
| id | doaj-art-cfec6bb70aee4a20a899639ccebc1992 |
| institution | Kabale University |
| issn | 2076-8427 |
| language | fra |
| publishDate | 2015-12-01 |
| publisher | Association Internationale de Pédagogie Universitaire |
| record_format | Article |
| series | Revue Internationale de Pédagogie de l’Enseignement Supérieur |
| spelling | doaj-art-cfec6bb70aee4a20a899639ccebc19922025-01-10T16:18:09ZfraAssociation Internationale de Pédagogie UniversitaireRevue Internationale de Pédagogie de l’Enseignement Supérieur2076-84272015-12-013110.4000/ripes.1003Cours interactif et performance académique d’étudiants de première année universitaire en économieAlain de CrombruggheMarc RomainvilleThe paper studies the added value of an interactive learning method with regular monitoring compared to a classical teaching method combining lectures and exercises for a first-year economics course at the University of Namur (Belgium). The evaluation is based on an independent evaluation of the initial skills of the students and on their final results in economics and across all subjects for their first year. It examines both differences in grades between students in the experimental group and those of the control group, and the distribution of these differences across the students in both groups. The analysis assumes that there is no hidden variable that characterizes the students belonging to the interactive group that cannot be captured by the initial measurement of skills. Therefore, the data suggest that the interactive method, including its monitoring of students and dialogues with the teacher, has an added value for the academic performance of students due to their motivation and engagement. Nonetheless, it does not enable all students to achieve a pass grade and it displays its strongest effects at both ends of the distribution of initial skills. Students’ oral comments underline the benefits of regular work, cooperation with other students, discussions with the teacher and progressive understanding of the required quality of work.https://journals.openedition.org/ripes/1003évaluationpédagogies activesaccompagnement étudiantspromotion réussitesciences économiques |
| spellingShingle | Alain de Crombrugghe Marc Romainville Cours interactif et performance académique d’étudiants de première année universitaire en économie Revue Internationale de Pédagogie de l’Enseignement Supérieur évaluation pédagogies actives accompagnement étudiants promotion réussite sciences économiques |
| title | Cours interactif et performance académique d’étudiants de première année universitaire en économie |
| title_full | Cours interactif et performance académique d’étudiants de première année universitaire en économie |
| title_fullStr | Cours interactif et performance académique d’étudiants de première année universitaire en économie |
| title_full_unstemmed | Cours interactif et performance académique d’étudiants de première année universitaire en économie |
| title_short | Cours interactif et performance académique d’étudiants de première année universitaire en économie |
| title_sort | cours interactif et performance academique d etudiants de premiere annee universitaire en economie |
| topic | évaluation pédagogies actives accompagnement étudiants promotion réussite sciences économiques |
| url | https://journals.openedition.org/ripes/1003 |
| work_keys_str_mv | AT alaindecrombrugghe coursinteractifetperformanceacademiquedetudiantsdepremiereanneeuniversitaireeneconomie AT marcromainville coursinteractifetperformanceacademiquedetudiantsdepremiereanneeuniversitaireeneconomie |