Open AccessThreshold Concepts and Students’ Learning Experience
Author(s) -
Elvis Cornerstone
Publication year - 2019
Publication title -
applied science and innovative research
Language(s) - English
Resource type - Journals
eISSN - 2474-4980
pISSN - 2474-4972
DOI - 10.22158/asir.v3n3p110
Subject(s) - class (philosophy) , mathematics education , relevance (law) , intervention (counseling) , subject (documents) , style (visual arts) , quality (philosophy) , psychology , academic year , medical education , computer science , medicine , political science , philosophy , archaeology , epistemology , artificial intelligence , psychiatry , library science , law , history
This paper gives an account of students’ learning experience entrenched in threshold concepts for a group of second year undergraduate Economics students at Bangor University during the 2008/2009 academic year. The majority of students who were involved in the supplementary class were totally satisfied with the quality of the intervention. Most students benefited from the clear style of delivery used for the intervention. A large number of students managed to cope with the difficult topics in their main class after having their confidence level improved. This made it possible for such group to develop a good understanding of the subject area covered in their main class. Majority of the students had their expectations met due to the relevance and accuracy of the course content.