## Small Classroom Observation: by Martin Adamcik

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- Written by Suphicha

**Small Classroom Observation: On the Influence which Computer Based Presentations Have on the Exam Results of BG0220 Basic Mathematics by Martin Adamcik**

**Abstract: In this short article we document some data which support the hypothesis that the introduction of computer presentations as a main tool for teaching the BG0220 Basic Mathematics course has a statistically significant positive influence on the exam results of students.**

**1. Background**

*1.1. Setting.*In this experiment, two teachers teaching the BG0220 Basic Mathematics course supplied the results of their students from two exams, we denote them here as exam 1 and exam 2. We believe that the students have been assigned to both teachers randomly, from the pool of all first year students. Exam 1 took place in the quarter of semester 1/2014 and exam 2 took place in the middle of the semester. In each occasion, exactly the same exam under exactly same conditions was given to students of both teachers. Exams 1 and 2 focused on fairly different topics of basic mathematics however they have been related. Before exam 1 took place, both teachers, say A and B, had been using aboard style teaching. After exam 1 the teacher A continued using the board style teaching while the teacher B switched to computer based presentations.

*1.2. Hypotheses*. Prior to the experiment, we had the following hypotheses

**2. Observations**

*2.1. Exam 1*. The maximal score for exam 1 was 18 points. The following is the descriptive statistics of the results provided by teachers where N denotes the sample sizes.

**Teacher N Mean Stand Deviation Minimum Maximum**

**Equality of Variances**

**Method Num DF Den DF F Value Pr > F**

**Method Variances DF t Value Pr > |t|**

*2.2. Exam 2*. In the investigation of exam 2 and hypothesis 2 we assume

**Teacher N Mean Stand Deviation Minimum Maximum**

**Method Num DF Den DF F Value P r > F**

**Method Variances DF t Value P r > |t|**

**3. Conclusion**

*3.1. Results.*Our data support the claim that the introduction of computer presentations as a main tool for teaching the BG0220 Basic Mathematics course has a statistically significant positive influence on the exam results

*3.2. Discussion*. Although our data support hypothesis 2, the explanation that the improvement was solely down to the introduction of the presentation style teaching might not be correct. While the teacher B was trying to introduce a new style of teaching, this teacher might have unwittingly improved other aspects of teaching too. If the experiment were repeated with more teachers involved, the results would be more convincing. In particular, the difference in variances for both exams shows that the teaching styles could indeed be different in some other aspects than only whether a board or presentations were used. If the teacher B really focused only on clever students as we have speculated before, then those students would certainly benefit more from the change in style of teaching which could explain the change in the mean.