from __future__ import division
import random
class Drop():
    def __init__(self, r=1):
        self.x = (.5 - random.random()) * 2 * r
        self.y = (.5 - random.random()) * 2 * r
        self.incircle = (self.y) ** 2 + (self.x) ** 2 <= (r) ** 2

N = 10000
print 4 * len([k for k in range(N) if Drop().incircle]) / N
                    

Lab Sheets

Class meeting

Completion of ticks

“ Active learning increases student performance in science, engineering, and mathematics ”

Freeman et al. 2014

“ other-rated personality and academic performance: evidence and implications ”

poropat et al. 2015

Data

1. Agreeableness
2. Extraversion
3. Neuroticism
4. Conscientiousness
5. Openness1
6. Openness2

Call:
lm(formula = Average_Mark_Other_Modules ~ Conscientiousness,
    data = Factors_with_marks)

Residuals:
    Min      1Q  Median      3Q     Max
-31.566  -8.448   1.575   8.652  31.377

Coefficients:
                  Estimate Std. Error t value Pr(>|t|)
(Intercept)         62.668      1.345   46.60   <2e-16 ***
Conscientiousness    3.075      1.366    2.25   0.0271 *
                    

Call:
lm(formula = CfM_Total ~ Openness1, data = Factors_with_marks)

Residuals:
    Min      1Q  Median      3Q     Max
-35.128  -7.733   0.497  10.046  22.899

Coefficients:
            Estimate Std. Error t value Pr(>|t|)
(Intercept)   78.225      1.448  54.025  < 2e-16 ***
Openness1      4.474      1.533   2.918  0.00458 **
                    

Call:
lm(formula = alpha ~ Extraversion + Conscientiousness + Openness1,
    data = Factors_with_marks)

Residuals:
     Min       1Q   Median       3Q      Max
-0.59457 -0.19410 -0.01078  0.17633  0.93862

Coefficients:
                  Estimate Std. Error t value Pr(>|t|)
(Intercept)        1.29329    0.03189  40.551  < 2e-16 ***
Extraversion      -0.06623    0.03168  -2.090  0.03988 *
Conscientiousness -0.09938    0.03249  -3.059  0.00306 **
Openness1          0.07700    0.03375   2.281  0.02530 *
                    

Interpretation

1. Conscientiousness work has significant effect in traditional class.
2. Openness has significant effect in flipped class.
3. Relative performance is affected by both.

So what?

1. Scaffolding.
2. Interest.
3. Perhaps: this pedagogic approach incentives deep learning.

Focus groups

“ I think it’s just a module that you get out of it what you put in, so all of us round this table, clearly put plenty in. ”

Tutor I

Summary

• Large flipped class.
• Research in to effect of personality of performance.
• Not leaving anyone behind.

Further Work

• Categories
• Focus Groups
• More literature

+VincentKnight
@drvinceknight
www.vincent-knight.com

@Imogen_Dunne

vincent-knight.com/Talks/