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Lecturer Survey 2003 Results: Appendix 1b:
Answers about Modules and Units

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Section 1: Module/unit

25. Level/year
1: 29.6% 37
2: 29.6% 37
3: 20.8% 26
4: 7.2% 9
Postgraduate: 12.8% 16

26. Programmes on which offered
Single Honours Economics degree:   n/a74
Single Honours Economics for Business degree:   n/a33
Joint Honours Economics degree:   n/a69
Joint Honours Economics for Business degree:   n/a30
Single or Joint Honours Business, Management or Finance degree:   n/a37
Other (please specify):   n/a45

Section 2: Lectures

27. I use the following in lectures
27.a. PowerPoint presentation
In all lectures: 26.4% 33
Frequently: 8.0% 10
Sometimes: 16.0% 20
Never: 49.6% 62
27.b. Pre-prepared OHTs
In all lectures: 45.6% 57
Frequently: 15.2% 19
Sometimes: 24.0% 30
Never: 15.2% 19
27.c. Blank OHTs that I write on in lecture
In all lectures: 8.8% 11
Frequently: 8.0% 10
Sometimes: 33.6% 42
Never: 49.6% 62
27.d. Whiteboard/Blackboard
In all lectures: 38.4% 48
Frequently: 20.0% 25
Sometimes: 24.8% 31
Never: 16.8% 21
27.e. Handouts of notes
In all lectures: 56.0% 70
Frequently: 20.0% 25
Sometimes: 18.4% 23
Never: 5.6% 7
27.f. Videos
In all lectures: 0.8% 1
Frequently: 3.2% 4
Sometimes: 19.2% 24
Never: 76.8% 96

28. Students have access to copies of lecture notes/slides
In electronic form before the lecture:   n/a49
In hard copy before the lecture:   n/a14
Given out in the lecture:   n/a55
In electronic form after the lecture:   n/a45
In hard copy after the lecture:   n/a15
Not at all:   n/a17

29. For what percentage of a typical lecture (given by you) do you talk?
100%: 11.2% 14
90-99%: 38.4% 48
80-89%: 24.8% 31
70-79%: 11.2% 14
50-69%: 8.0% 10
<50%: 6.4% 8

30. Which (if any) of the following student activities do you use in lectures?
Solving problems:   n/a64
Doing 'quiz' questions (e.g.multiple choice):   n/a2
Having a break:   n/a55
Discussing an issue with their neighbour or in small groups:   n/a44
Looking through their notes (or their neighbour's):   n/a3
Other (please specify):   n/a40

31. Has your lecturing methodology changed in the past two years
Yes: 44.8% 56
No: 52.0% 65
I've been teaching less than 2 years: 3.2% 4

32. I think that it is important to cover all of the syllabus in the lectures
Strongly agree: 16.8% 21
Agree where practical: 43.2% 54
Yes, but only as one of the lecture objectives: 24.0% 30
Only if it does not clash with other learning objectives: 9.6% 12
Strongly disagree: 6.4% 8

33. I believe that
33.a. it is important to engage students' interest during the lecture.
Strongly agree: 80.0% 100
Agree: 18.4% 23
Neutral: 0.8% 1
Disagree: 0.0% 0
Strongly disagree: 0.8% 1
33.b. it is more important for students to get a good set of notes from the lecture than to understand what I am saying at the time of saying it.
Strongly agree: 2.4% 3
Agree: 16.0% 20
Neutral: 32.0% 40
Disagree: 38.4% 48
Strongly disagree: 11.2% 14
33.c. in this module/unit it is difficult for me to know how much students have benefited from the lectures.
Strongly agree: 1.6% 2
Agree: 22.4% 28
Neutral: 19.2% 24
Disagree: 49.6% 62
Strongly disagree: 7.2% 9
33.d. I adjust my lecture techniques in the light of feedback from students.
Strongly agree: 23.2% 29
Agree: 62.4% 78
Neutral: 10.4% 13
Disagree: 3.2% 4
Strongly disagree: 0.8% 1
33.e. it is important for lectures to prepare students for passing their assessments.
Strongly agree: 20.0% 25
Agree: 52.8% 66
Neutral: 18.4% 23
Disagree: 7.2% 9
Strongly disagree: 1.6% 2
33.f. I try to ensure my lectures are an active learning experience for students.
Strongly agree: 32.0% 40
Agree: 40.8% 51
Neutral: 23.2% 29
Disagree: 2.4% 3
Strongly disagree: 1.6% 2
33.g. I actively attempt to develop pre-identified student skills during lectures.
Strongly agree: 10.4% 13
Agree: 24.8% 31
Neutral: 36.8% 46
Disagree: 24.0% 30
Strongly disagree: 4.0% 5
33.h. I find lecturing to students on this module/unit a very satisfying experience.
Strongly agree: 22.4% 28
Agree: 54.4% 68
Neutral: 12.8% 16
Disagree: 8.0% 10
Strongly disagree: 2.4% 3
33.i. there is significant scope for improvement in my lecturing techniques.
Strongly agree: 12.0% 15
Agree: 40.0% 50
Neutral: 32.0% 40
Disagree: 13.6% 17
Strongly disagree: 2.4% 3

Section 3: Seminars/small classes

35. How many students are there in an average sized group
<5: 0.0% 0
5-10: 12.0% 15
11-15: 34.4% 43
16-20: 22.4% 28
21-25: 12.8% 16
26-30: 4.0% 5
>30: 14.4% 18

36. What percentage of the seminars are taken by graduate teaching assistants (GTAs)?
0: 64.0% 80
1-20%: 4.8% 6
21-40%: 7.2% 9
41-60%: 5.6% 7
61-80%: 3.2% 4
81-100%: 15.2% 19

37. Which of the following do GTAs receive?
Training by the university:   n/a53
Training by the faculty/department/school:   n/a34
Training by the module/unit leader:   n/a20
Support by the module/unit leader:   n/a65
No training:   n/a33
:   n/a0

38. I use the following teaching/learning methods in seminars/classes:
Tutor or student(s) going through problem sets or worksheets pre-prepared by students:   n/a76
Students going though worksheets that they are given in the seminar:   n/a56
Student(s) reading a paper, followed by discussion with whole group:   n/a38
Student(s) reading a paper with pre-assigned respondents:   n/a14
Small group work to prepare/discuss topic followed by plenary of whole group:   n/a53
Role playing or games:   n/a19
Computer simulations:   n/a16
Formative tests/quizzes:   n/a33
Students producing model answers or answer outlines to essay questions:   n/a29
Formal debates:   n/a17
Virtual (distant) seminars, using the discussion board or chat room facilities of a virtual learning environment, such as Blackboard or WebCT:   n/a5
:   n/a0
:   n/a0
Other (please specify):   n/a13

39. I use the following approaches to seminars/classes:-
39.a. I try to ensure that they are an active learning experience for all students in the group.
Strongly agree: 52.0% 65
Agree: 41.6% 52
Neutral: 5.6% 7
Disagree: 0.0% 0
Strongly disagree: 0.8% 1
39.b. I use them to develop particular key skills in students
Strongly agree: 25.6% 32
Agree: 52.0% 65
Neutral: 15.2% 19
Disagree: 6.4% 8
Strongly disagree: 0.8% 1
39.c. I adjust my teaching techniques and the types of activities in the light of feedback from students.
Strongly agree: 19.2% 24
Agree: 68.8% 86
Neutral: 11.2% 14
Disagree: 0.0% 0
Strongly disagree: 0.8% 1
39.d. I provide plenty of opportunities for students to raise questions about their understanding (or lack of it) of course material.
Strongly agree: 50.4% 63
Agree: 40.0% 50
Neutral: 8.8% 11
Disagree: 0.0% 0
Strongly disagree: 0.8% 1
39.e. I use a large amount of time for helping students prepare for assessment.
Strongly agree: 8.0% 10
Agree: 29.6% 37
Neutral: 41.6% 52
Disagree: 17.6% 22
Strongly disagree: 3.2% 4
39.f. I see their prime purpose as giving students an opportunity to apply economic theories/techniques to particular problems/issues/data.
Strongly agree: 27.2% 34
Agree: 50.4% 63
Neutral: 19.2% 24
Disagree: 2.4% 3
Strongly disagree: 0.8% 1

40. I attempt to adjust the pace of seminars according to
The understanding of stronger than average students in the group:   n/a11
The understanding of the student of average ability:   n/a61
The understanding of weaker than average students in the group:   n/a36
The amount of material to cover:   n/a31
What feels right to me:   n/a63

Section 4: Assessment

42. Give the percentage of students' overall mark for the module/unit/course that is obtained from the following forms of assessment
42.a. Unseen end of module exam
0%: 11.2% 14
0-10%: 0.0% 0
11-20%: 0.0% 0
21-30%: 0.8% 1
31-40%: 1.6% 2
41-50%: 17.6% 22
51-60%: 12.0% 15
61-70%: 23.2% 29
71-80%: 14.4% 18
81-90%: 0.8% 1
91-100%: 18.4% 23
42.b. Seen exam
0%: 94.4% 118
0-10%: 0.0% 0
11-20%: 1.6% 2
21-30%: 0.0% 0
31-40%: 0.8% 1
41-50%: 0.0% 0
51-60%: 0.8% 1
61-70%: 0.0% 0
71-80%: 1.6% 2
81-90%: 0.0% 0
91-100%: 0.8% 1
42.c. Essay done in student's own time
0%: 51.2% 64
0-10%: 2.4% 3
11-20%: 12.8% 16
21-30%: 20.0% 25
31-40%: 4.8% 6
41-50%: 4.8% 6
51-60%: 1.6% 2
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.8% 1
91-100%: 1.6% 2
42.d. Essay done in class time
0%: 93.6% 117
0-10%: 0.8% 1
11-20%: 1.6% 2
21-30%: 1.6% 2
31-40%: 1.6% 2
41-50%: 0.8% 1
51-60%: 0.0% 0
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 0.0% 0
42.e. Seminar papers
0%: 96.8% 121
0-10%: 0.0% 0
11-20%: 3.2% 4
21-30%: 0.0% 0
31-40%: 0.0% 0
41-50%: 0.0% 0
51-60%: 0.0% 0
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 0.0% 0
42.f. Unseen test done during the course of the module
0%: 80.8% 101
0-10%: 5.6% 7
11-20%: 4.0% 5
21-30%: 4.8% 6
31-40%: 2.4% 3
41-50%: 1.6% 2
51-60%: 0.8% 1
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 0.0% 0
42.g. Individual project
0%: 85.6% 107
0-10%: 0.0% 0
11-20%: 4.0% 5
21-30%: 2.4% 3
31-40%: 3.2% 4
41-50%: 2.4% 3
51-60%: 0.8% 1
61-70%: 0.8% 1
71-80%: 0.8% 1
81-90%: 0.0% 0
91-100%: 0.0% 0
42.h. Group project
0%: 86.4% 108
0-10%: 3.2% 4
11-20%: 4.0% 5
21-30%: 5.6% 7
31-40%: 0.0% 0
41-50%: 0.0% 0
51-60%: 0.0% 0
61-70%: 0.8% 1
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 0.0% 0
42.i. General seminar performance
0%: 97.6% 122
0-10%: 1.6% 2
11-20%: 0.0% 0
21-30%: 0.0% 0
31-40%: 0.0% 0
41-50%: 0.0% 0
51-60%: 0.8% 1
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 0.0% 0
42.j. Online assessment
0%: 96.0% 120
0-10%: 0.0% 0
11-20%: 0.8% 1
21-30%: 2.4% 3
31-40%: 0.8% 1
41-50%: 0.0% 0
51-60%: 0.0% 0
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 0.0% 0
42.k. Other
0%: 80.0% 60
0-10%: 6.7% 5
11-20%: 4.0% 3
21-30%: 2.7% 2
31-40%: 1.3% 1
41-50%: 1.3% 1
51-60%: 1.3% 1
61-70%: 0.0% 0
71-80%: 0.0% 0
81-90%: 0.0% 0
91-100%: 2.7% 2

43. What forms of purely formative assessment do you use?
Essay:   n/a39
Online tests:   n/a6
In-class tests ( e.g. multiple choice):   n/a33
Problem sets/worksheets:   n/a69
Presentations:   n/a36
Seminar papers:   n/a14
Mock exams or exam answer outlines:   n/a23
Group work:   n/a28
Other (please specify):   n/a17

44. How many times may a student take the module (including the first time and all resit and retake opportunities)?
1: 20.8% 26
2: 44.0% 55
3: 13.6% 17
4: 17.6% 22
>4: 4.0% 5

Results for questions about individual respondents are in Appendix 1a


Lecturers Survey 2003 Report
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