Report of Spring 2021

• MIS202 (Click here)

• MIS101 (Click here)

MIS202:

In Summer 2021, 40 students (around 40%) appeared at the pre-test exam at the beginning of the course during the first-class time, where 37 (roundly 37%) appeared at the post-test exam at the end of the semester MIS202 course. As this exam was voluntary and students were virtually connected, the rate of appearing is low. In the pre-test, the highest grade secured by students is around 45% which is F grade of the total participants. The second-highest grade is D, a 23% of total participants, whereas the lowest grade is 3% who secured A+ and A- respectively. Then around 8% got B grade.

At the end of the course lecture, I re-tested these students with the same questions to evaluate my teaching competency and students' learning. The results obtained by the students at the post-test exam are chronologically given at the above table as around 24% (A+), 21% (B), and 17% (C+). In this exam, roundly 13% of students failed to secure a 40% score. This result indicates an improvement in their knowledge base after my teaching online, as in every question except question numer 6. We can see from the above table that there is an improvement in their score (positive change). This has happened due to my subject knowledge, lecture delivery, organization of lecture materials, engagement techniques, and, most importantly, care for them. So, it’s valid to conclude by meeting my teaching objective and learning outcome through the lecture.

The exam question was prepared and presented to them using google forms, where 10 separate questions based on MCQ were set, allowing 10 minutes to attempt and finish the exam. The same questions were distributed among students at the beginning and ending of the semester. The fact of their slight improvement in some questions is due to the online class conduction. As it is pretty challenging to ensure their attentiveness online, students might stop listening to lecture. Again, as the topic is ubiquitous and students already have some basic ideas about information systems and technology in business, they show comparatively good response results at the pre-test exam. In the post-test, some students get F and D grades due to their negligence in becoming attentive and asking questions they didn’t understand.

I have some duties to take care of those students who lagged behind. In the future, I will arrange some extra counseling hours and extra care for these needy students and encourage them to ask a question in the class and out of the class when they feel to consult with me.

MIS101:

In Summer 2021, 49 students (around 59%) appeared at the pre-test exam at the beginning of the course during first class time where 31 (around 37%) appeared at the post-test exam at the end of the semester of MIS101 course. As this exam was voluntary and students were virtually connected, the rate of appearing is low. In the pre-test exam, the highest grade secured by students is F that is around 39% of total participants, and the second-highest grade is D, a 28% of total participants, whereas the lowest grade is about 0% who secured A+. Then around 2% got A-, and 8% got B, AND 22% GOT C+ grades.

At the end of the course lecture, I re-tested these students with the same questions to evaluate my teaching competency and students' learning. The results obtained by the students at the post-test exam are chronologically given at the above table as around 29% (C+), 19% (A-), 16%, D, 10%, B, and 7%, A+ respectively. In this exam, roundly 3% of students failed to secure a 40% score. This result indicates an improvement in their knowledge base after my teaching online as in every question; we can see from the above table that there is an improvement of their score (positive change) except question number 4. This is because, the correct answer was missing in this question. The positivity has happened due to my subject knowledge, lecture delivery, organization of lecture materials, engagement techniques, and, most importantly, care for them. So, it’s valid to conclude by meeting my teaching objective and learning outcome through this lecture.

The exam question was prepared and presented to them using google forms, where 10 separate questions based on MCQ were set, allowing 10 minutes to attempt and finish the exam. The same questions were distributed among students at the beginning and ending of the semester. The fact of their slight improvement in some questions is due to the online class conduction. As it is quite difficult to ensure their attentiveness online, students might stop listening to lecture. Again, as the topic is very common and students already have some basic ideas about information systems and technology in business, they show comparatively good response results at the pre-test exam. In the post-test, some students get F and D grades due to their negligence in becoming attentive and asking questions they didn’t understand.

I have some duties to take care of those students who lagged behind. In the future, I will arrange some extra counseling hours and extra care for these poor students and encourage them to ask a question in the class and out of the class when they feel to consult with me.

This evaluation was considered twice, one at the beginning of the semester and the other at the end. This evaluation job was not an obligatory task for students; that’s why participation was not up to the mark.

This evaluation was conducted four individual time at the end of each month, ranging from May to August 2021. This evaluation job was not an obligatory task for students that is why participation was not 100%. In the above figure, only the May and August month’s evaluations are considered to determine the comparison. The rating stated in the above table and figure shows that the ending score is greater than the beginning score rating in the management information systems course that indicates the improvement of my teaching performance. Again, in the ICT course, these scores are also higher in ending evaluation rating than the beginning score. This indicates some improvement in my teaching performance.