Analysis of students' success after working in the ERR teaching framework

Abstract

Autonomy, solving new problems and managing new situations are competencies that students should acquire during their studies. Active learning is a way of achieving such competencies. It enables students to study the material that is being taught during the classes and to discuss it among themselves. At the same time, the lecturer is the person, who creates the contents of the lesson as well as its realisation, thus guiding the students towards the realisation of the lesson aims. This prevents the possibility of students getting bored and at the same time gives them the opportunity of training for different approaches of problem solving as well as develops their critical thinking. ERR framework enables students' active learning and developing critical thinking in academic year 2015/2016, exercises of financial mathematics were run at two institutions during classes as well as the interaction that today's students require. During the study of higher education in Croatia results were realised by applying techniques from the ERR framework. This paper compares the final exam results in academic years 2014/2015 and 2015/2016 and shows whether there is an influence of the ERR teaching framework on the success of the results at the final exams. 
 
Keywords: Mathematics, ERR framework, active learning, critical thinking.