Education Quarterly Reviews
Published: 11 March 2021
Development of a Learning Model for Large Class Cohorts to Strengthen Learning Outcomes of Students Based on Differentiated Instruction
Siva PR Muppala, Balasubramanyam Chandramohan
Kingston University London (UK), University of London (UK)
Download Full-Text Pdf
Keywords: Numerical Learning Model, Measurement/Quantification of Learning, Formative Assessment, Large Class Cohorts, Weaker Students, Group Learning
We propose a new approach to classroom learning based on sequential numeral-division. It builds on the concept of trichotomy – division of students based on creamy-level, middle-level and weaker-level students -- proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model in the near future.
Appiah-Twumasi, E., Antwi, V., Anderson, I.E., Sakyi-Hagan, N. (2020), Comparative effect on Cooperative learning on student's performance in Mechanics concepts: A case of two secondary schools in Berekum Municipality, Ghana. East African Journal of Education and Social Sciences. 1(1): p. 139–151.
Brookfield, S.D. (2017) Becoming a Critically Reflective Teacher. 2/e. San Francisco, CA. San Francisco, CA. JOSSEY-BASS, A Wiley Brand.
Das, B.M., and Sartore-Baldwin, M. L. (2019) Development of a Logic Model for a Service Learning, Dog Walking Course for College Students. Evaluation and Program Planning. vol 76. Article 101667.
Fallows, S. and Chandramohan, B. (2010) Multiple Approaches to Assessment: Reflections on use of tutor, peer, and self-assessment. Teaching in Higher Education: Critical Perspectives. 6(2): pp. 229–246.
Hill, N., Denholm-Price, J., Atkins, N., Dourado, T., Nimoh, L., Nigel, P. (2016) Does group assessment impact BME attainment? New Directions in the Teaching of Physics. 11(1). University of Leicester
Muppala, S.P.R., and Chandramohan, B. (2019) A quantitative approach to Problem-Based-Learning based on a Questionnaire: a model for student learning outcomes (a case study), 3rd EuroSoTL Conference. Bilbao, Spain. pp.693 - 699. ISBN: 978-84-1319-033-4.F
Hunt, C. (2011) . (accessed 15 May 2020)
Liebermann, A., and Miller, L. (2004) Teacher Leadership. 1/e. Vol. pages 6 – 9. 2004, San Francisco, CA: John-Willey & Sons, Inc.
Munir, M.T., Baroutiana, S., Young, B.R. Carter, S. (2018) Flipped classroom with cooperative learning as a cornerstone. Education for Chemical Engineers. 23: p. 25–33.
Muppala, S.P.R., and Chandramohan, B. (2019) A quantative approach to Problem-Based-Learning based on a Questionnaire: a model for student learning outcomes (a case study), 3rd EuroSoTL Conference. Bilbao, Spain. pp.693 - 699. ISBN: 978-84-1319-033-4.
Muppala S.P.R, Aluri., N.K., Dinkelacker, F., Leipertz, A. (2005) Development of an algebraic reaction rate closure for the numerical calculation of turbulent premixed methane, ethylene, and propane/air flames for pressure up to 1.0 MPa. Combust. and Flame. 140: p. 257-266.
Muppala, S.P.R., and Chandramohan, B. (2020) Classroom Research in Large Cohorts: an innovative approach based on questionnaires and Scholarship of Teaching and Learning on Multiple-Intelligences. Journal of Education and Learning 9(3). pp106 - 122.
Richardson, J. (2015), The under-attainment of ethnic minority students in UK higher education: what we know and what we don’t. Journal of Further and Higher Education. 39(2): p. 278 –291.
Twyman, J.S. and Heward, W.L. (2018). How to improve student learning in classroom now. Inter. J. of Educational Research. 87(78 – 90).