An Intertextual Account of a Student-As-Researcher Investigation into Student Views on Degree Classification Algorithms
This article presents an account of student-led discipline-based educational research (DBER) into the weighting placed on first year in the classification algorithm of a UK Chemistry degree. Using an innovative form of writing (an intertextual commentary on the research output), the experiences of both the student and the supervisor are explored.
The product of the research suggests that a weighted first year would encourage Chemistry students to work harder without making the transition into HE harder. Student views varied interestingly with year of study and programme of study.
The process of this research suggests that empowering students in the design and execution of their research can be an enormously satisfying experience for everyone involved. In this case, the research has been greatly enriched by the student identifying a fascinating gap in the literature.
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