It Pays to Prepare: The Value of Low-Stakes Tutorial Preparation Exercises to Student Performance

Pearce, CM

It Pays to Prepare: The Value of Low-Stakes Tutorial Preparation Exercises to Student Performance

Pearce, CM

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Publisher:: The Australian Association of Adult and Community
Publication Type:: Journal Article
Citation:: Australian Journal of Adult Learning, 2018, 58 (2), pp. 226 - 245
Issue Date:: 2018-08-01

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Field	Value	Language
dc.contributor.author	Pearce, CM	en_US
dc.date.issued	2018-08-01	en_US
dc.identifier.citation	Australian Journal of Adult Learning, 2018, 58 (2), pp. 226 - 245	en_US
dc.identifier.issn	1443-1394	en_US
dc.identifier.uri	http://hdl.handle.net/10453/126831
dc.description.abstract	Engaging students in university classes is becoming an increasingly difficult challenge. One tool that can be utilised to enhance participation and engagement are low-stakes, low value, tutorial pre-preparation exercises. This exercise was trialled in the University of Technology Sydney Faculty of Law subject, Real Property over the course of 2017. This paper examines the results of the introduction of the task, in particular focussing upon the Expectancy Value Theory, and the relationship between a student’s expectancy for success on the preparation task and the value attributed to that task. I found a strong correlation between student performance in that exercise and their subsequent performance on higher stakes assessments. Feedback demonstrates that this exercise increased engagement and performance in a course that had been perceived by the student body as challenging	en_US
dc.publisher	The Australian Association of Adult and Community	en_US
dc.relation.ispartof	Australian Journal of Adult Learning	en_US
dc.title	It Pays to Prepare: The Value of Low-Stakes Tutorial Preparation Exercises to Student Performance	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	58	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Law
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	58	en_US

Abstract:

Engaging students in university classes is becoming an increasingly difficult challenge. One tool that can be utilised to enhance participation and engagement are low-stakes, low value, tutorial pre-preparation exercises. This exercise was trialled in the University of Technology Sydney Faculty of Law subject, Real Property over the course of 2017. This paper examines the results of the introduction of the task, in particular focussing upon the Expectancy Value Theory, and the relationship between a student’s expectancy for success on the preparation task and the value attributed to that task. I found a strong correlation between student performance in that exercise and their subsequent performance on higher stakes assessments. Feedback demonstrates that this exercise increased engagement and performance in a course that had been perceived by the student body as challenging

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http://hdl.handle.net/10453/126831