We expect that on average, class sizes at 2- and 4-year institutions are smaller than those at research institutions; therefore we were somewhat surprised to see that those institutions have a much higher proportion of lecture-only courses compared to active only.
The proportion of lecturing decreases from 60% for faculty members with 0 1 yr of experience to 46% for faculty members with 6+ yr of experience.
A Kruskal-Wallis H test showed that there was a significantly higher proportion of group work and a significantly lower proportion of lecture in the PI set of clusters when compared with the Socratic set of clusters, χ 3269) = 173.118, p < 0.001 and χ 3269) = 140.274, p < 0.001, respectively.
At first glance, we did not expect to see such a high proportion of mixed lecture and active learning classes given the somewhat preliminary state of biology education reform at most post-secondary institutions.
An additional interesting finding is that the HSG and LSG (Tables 3 and 6) contain the same proportion of didactic vs. case-based lectures indicating that lecture style alone is not a determinant of success or failure.
When Hobsbawm gave his lecture, the proportion of manual workers and their families in the population had already declined from 75% in 1911 to a little over half in 1976.
Firstly, it attempts to determine what proportion of a piece of monologic lecture-style input is likely to be decoded accurately by an intermediate range listener and, by extension, how dependent such a listener is likely to be upon strategies that compensate for gaps in understanding.
Because a high proportion of the students were taking lab and lecture concurrently and plant biodiversity was a topic in the lecture, the plant biodiversity lab and practical quiz were timed so that they occurred before any coverage of plant biodiversity in the concurrent lecture.
The demonstration that lectures form a major proportion of teaching may offer a valuable opportunity for curriculum reconsideration, renewal and redesign.
However, these may not be effective in addressing the real issue of student engagement, since the proportion of students downloading slides and listening to lectures is often less than 20% in any one week.
