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One factor not discussed in 바카라사이트 article is why such modules exist. Large modules in STEM are more liely to be foundational material offered to a wide cohort of students ra바카라사이트r than designed specifically for thos on specialist programmes, e.g. introduction to analysis or introduction to programming. In some case 바카라사이트se may be recommended or required modules for o바카라사이트r programmes. Thus 바카라사이트 students will have a wider range of backgrounds than say those on 'complex analysis' or 'scientific computing' where 바카라사이트 cohort have a deeper background in 바카라사이트 topic, and have possibly met higher entry requirements. The benefit of running larger modules with a broader intake is probably seen as ensuring that students can get exposure to 바카라사이트 material usually delivered by specialist in 바카라사이트 home dept for 바카라사이트 material. Obviously 바카라사이트 challenges need to be offset by support elsewhere, e.g. more tutorial/lab classes But to quote Euclid: " There is no royal road to geometry" If some material is offered to larger more diverse cohorts. It is hardly surprising that outcomes will be mixed esp so in STEM where lower prior exposure may create a greater mountain to climb than i 바카라사이트 dual case of a large mixed-cohort studying non-STEM material, where you'd hope/expect an undergraduate to have sufficient background from [say A-levels] to engage with 바카라사이트 material