![](bg5.png)
examination of the module “Introduction to
Electronic Physics” for each group. Figure 5
presents this correlation in terms of success rates
(where a successful performance is that of >5 out of
10). The conclusion drawn is that a certain
percentage –although low- of group B and C
students have passed the module, although they had
inadequate background knowledge, as shown by
their performance in the rating test. The fact that one
out of three students of group C (which represent the
20% of the newly-admitted students) has succeeded
in the module is considered satisfactory. However,
the success rates of groups B, D, and C remain quite
low and are approximately 22%. The exam records
of the other four modules taught in the first semester
of studies show a similar image, with a declination
of 5%.
4 CONCLUSIONS –
IMPROVEMENTS
The Department of Electronics of the TEI of Athens
has recognized and addressed the issue of
complexity and diversity in classrooms of the first
semester of studies. A significant part of the
admitted students have considerably lower
background in core courses than others. Primarily,
this is a matter that needs to be addressed centrally,
by applying a uniform entry examination system for
the Higher Education Institutions. However, the
problem will still exist as long as a percentage of
students are transferred from similar departments for
social reasons.
Consequently, it rests with the administration of
the School to manage students who enter the
department with a limited or inadequate academic
background, and make sure that they get the highest
possible qualifications and career perspective. In the
same time, the aim is to enhance student motivation
and support systematic attendance of studies.
The accumulated experience leads to the
following action: Upon their admission, the newly-
registered students will have to undertake a rating
test on fundamental knowledge, as described above.
Students who have a poor performance in this test
should attend and successfully complete a tutorial
course of one semester in duration, prior to joining
the regular curriculum. Although it seems
incompatible with the current academic practice in
Greece, the supportive tutorial course, will prove to
be an invaluable tool in the medium and long term
This programme of supportive tutorials has the
following advantages: the students attending will be
able to cover the gaps in the basic courses and have
a normal progression towards graduation, without
loading their individual timetable with re-
examinations of modules. Disappointment, lack of
interest and drop-out rates will decline. Furthermore,
the average time to graduation and the number of
idle students is going to decrease. Last but not least,
the establishment of a supportive tutorial course for
the students of inadequate previous training is
expected to largely contribute to the effective
assimilation of new knowledge, enhance systematic
attendance and lead to qualified graduates, ready to
pursue a successful career.
REFERENCES
Denig, S., 2004. Multiple Intelligences and Learning
Styles: Two Complementary Dimensions. Teachers
College Record, 106(1), 96-111.
Knight, S. L., Wiseman, D. L., 2005. Professional
development for teachers of diverse students: A
summary of the research. Journal of Education for
Students Placed At Risk, 10(4), 387-405.
Triantis, D., Anastasiadis, C., Tsiakas, P., Stergiopoulos
Ch., 2007. Asynchronous teaching methods and
electronic assessment applied to students of the
module “Physics of Semiconductor Devices”. Journal
of Materials Education, 29, 133-140.
Tsiakas, P., Stergiopoulos, C., Kaitsa, M., Triantis, D.,
2005. New technologies applied in the educational
process in the TEI of Athens. The case of “e-
education” platform and electronic examination of
students. Results, WSEAS Transactions on Advances
in Engineering Education, 2, 192-196.
Ventouras, Ε., Triantis, D., 2011. Enhancing electronic
examinations through advanced multiple-choice
questionnaires, in Higher Education Institutions and
Learning Management Systems: Adoption and
Standardization, Eds: Rosalina Babo, Ana Azevedo,
IGI Global, ISBN, Chapter 9, 178-198.
Ventouras, Ε., Triantis, D., Tsiakas, P., Stergiopoulos, C.,
2010. Comparison of examination methods based on
multiple-choice questions and constructed-response
questions using personal computers, Computers &
Education, 54, 455-451.
Ventouras, Ε., Triantis, D., Tsiakas, P., Stergiopoulos, C.,
2011. Comparison of oral examination and electronic
examination using paired multiple-choice questions,
Computers & Education, 56, 616-624.
INVESTIGATIONANDMANAGEMENTOFDIVERSECLASSROOMSOFHIGHEREDUCATIONDUETO
DISCREPANCIESINBACKGROUNDKNOWLEDGE
165