Evaluation on "Supply Curve "
   by Postgraduate Diploma of Education Students, CUHK
  Total No. of Evaluation Received: 28
  Total No. of Participants: 28

Discussion forum --- Please leave you valuable comments or questions here!
 
From the perspective of a STUDENT
Scale
Mean
Std Dev
Median
Max
Min
S1 This experiment was interesting.
7, 6, 5, 4, 3, 2, 1
 4.05
 1.35 4 7 2
Comment(s):
  • I have experienced when I was F.4.
  • Too many data.
  • Arts stream students claimed themselves having Mathematics phobia.
  • Too much dataon the supply products, suggest to simplifying.
  • As we don't have a prior information about production.
S2 This experiment helped me understand how a supply curve is derived.
7, 6, 5, 4, 3, 2, 1
 5.21
1.26 5.5 7 2
Comment(s):
  • It depends on our ability, if we are not talent enough, teacher has to spend lots of time.
  • For CE level,too complicated. For A-Level, not clear.
  • Yes, it's clear that how a supply curve is derived.
S3 This experiment helped me understand WHAT and HOW different factors shift the supply curve.
7, 6, 5, 4, 3, 2, 1
 4.96
1.40 5 7 2
Comment(s):
  • It depends on our ability, if we are not talent enough, teacher has to spend lots of time.
  • This experiment helped me understand what and how different factors shift the supply curve.
  • It requires more time.
S4 It was easy to compute the missing entries and plot the graphs.
7, 6, 5, 4, 3, 2, 1
 4.68
1.44 5 7 1
Comment(s):
  • Should avoid decimal points.
  • Simple calculations are required only.
S5 My group could come up with useful conclusion during the group discussion time.
7, 6, 5, 4, 3, 2, 1
 4.86 1.01 5 7 3
Comment(s):
  • Needs more guidance.
S6 My group presentation helped other classmates understand why the supply curve was shifted.
7, 6, 5, 4, 3, 2, 1
 4.52
1.08 4 6 3
Comment(s):
  • No time for our group presentation.
  • We did not present during class.
S7 The discussion questions were stimulating and challenging.
7, 6, 5, 4, 3, 2, 1
 4.44
1.05 5 6 2
Comment(s):
  • It is also difficult to understand.
S8 The homework is a good lesson revision.
7, 6, 5, 4, 3, 2, 1
 5.39 0.92 5.5
 7 3
Comment(s):
  • Yes, the homework helps for consolidation.
  • This can help me remember the concepts
S9 I enjoy working in groups.
7, 6, 5, 4, 3, 2, 1
5.36
1.22 6 7 2
Comment(s):
S10 To improve this experiment and lesson, I suggest:
  • Add some vision aids, e.g.interesting cartoons, use color paper insteat of white paper.
  • More real life examples can be given.
  • Less data, a little bit complicated.
  • The calculation may be quite difficult.
  • 計算很困難，不用小數位較好。
  • It is good to use a group to plot a supply curve.
  • To many data to a secondary student.
  • Try to simplify the calculation.
  • Some visible objects can be used as the product of production.
  • Given examples of the kinds of products to be produced.

 

From the perspective of a TEACHER
Scale
Mean
Std Dev
Median
Max
Min
T1 This experiment was interesting.
7, 6, 5, 4, 3, 2, 1
 4.21 1.47
4 7 1
Comment(s):
  • I learn something new.
  • This experiment is interesting. However, it requires a lot of preparation time.
T2 This experiment will assist me in teaching how a supply curve is derived, what are the shifters and their effect on the supply curve.
7, 6, 5, 4, 3, 2, 1
 5.18
1.33 5 7 1
Comment(s):
  • Students may need some helps.
T3 This experiment will help students understand the captioned concepts
7, 6, 5, 4, 3, 2, 1
 4.96
1.07 5 7 2
Comment(s):
  • I think it is too difficult for weaker students.
T4 Students can share and learn information during group presentation.
7, 6, 5, 4, 3, 2, 1
 4.96
1.32 5 7 2
Comment(s):
  • Questions are easy to follow and students should be able to finish this easily.
T5 The discussion questions are stimulating and at students' level.
7, 6, 5, 4, 3, 2, 1
 4.89
0.92 5 7 3
Comment(s):
  • If the students confued with the data, it won't be easy to follow.
T6 The homework is good for lesson revision and consolidating students' learning.
7, 6, 5, 4, 3, 2, 1
 5.57
1.00 6 7 3
Comment(s):
  • Too much data involved.
T7 The lesson plan is easy to understand and follow.
7, 6, 5, 4, 3, 2, 1
 5.19
1.21 5 7 3
Comment(s):

T8 The materials suggested / provided are comprehensive.
7, 6, 5, 4, 3, 2, 1
 4.79
1.07 5 7 3
Comment(s):
T9 To improve this experiment and lesson, I suggest:
  • The calculation may be simpler. We can introduce some ideas about non-mathematical reason that cause supply change.
    Suggest using simple data.
    計算應較易，不應有太多數據。
    I will use more simple data and simply the example. Students may not understand the concept of supply curve with the concept of production.
    Simplify the table to make students easy to read.
    To simplify the experiment.
    To simplify the difficulties of the calculation.
    Given students some real life examples to support the theory behind.
    To have a concrete situation, e.g.production of Barbie dolls.
    Give situations of how technology, capital, etc are changed.
    Practice makes perfect, hard to handle actually.
T10 This experiment is feasible and worth doing.
7, 6, 5, 4, 3, 2, 1
4.74
1.43 5 7 1
Comment(s):
  • The experiment is feasible and worth doing --> Not sure.
  • Two weeks for preparing may be too time-consuming.
T11 I will use this experiment in my teaching.
    Y = 17; N = 8; N/A = 3
Comment(s):
  • Probably use this experiment in my teaching. But I will have a second through on this experiment and think of the variation from the experiment.
T12 Through the use of experiments, both teaching and learning of Economics will be enhanced.
7, 6, 5, 4, 3, 2, 1
5.23
1.03 5 7 3
Comment(s):
  • Time constraint should be considered.