Students’ Perceptions of Teaching and Learning Practices: A Principal Component Approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Students’ attendance and engagement with teaching and learning practices is perceived as a critical element for academic performance. Even with stipulated attendance policies, students still choose not to engage. The study employed a principal component analysis to analyze first- and second-year students’ perceptions of the importance of the 12 teaching and learning practices used in the Economics modules. The results showed that first year students perceive lecturer consultation, ADO consultation, and revision classes as the most beneficial practices for their academic performance. Second-year students recognize interactive group learning practices as most beneficial for their academic performance; they also perceive weekly tutorials, PowerPoint lectures, small group tutorials, and revision classes as contributing the most to academic performance. Self-study and e-learning are perceived as the least beneficial by both streams of students. The main conclusion from this study was that first-year students are more likely to be solitary learners and prefer teaching and learning practices that involve one-on-one interaction with the instructor. On the other hand, second-year students tend to be more social learners, preferring teaching and learning practices that are in a group setup. This is a possible explanation of why they do not attend or engage with some teaching and learning practices.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.172 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it