Deep Learning and Improvement in Academic Performance: The Dual Benefits of Co-creation of Multiple-Choice Questions

Non law students who are required to pursue core law subjects in their undergraduate studies, generally encounter difficulties in understanding the subject contents. This often stems from a misconception that simply memorising legal concepts and principles of law is sufficient to pass these subjects. It cannot be denied that mere memorisation without clear and good understanding of the subject contents would preclude the students from the acquisition of vital skills at a university level namely, analytical, critical and creative thinking skills. This consequence would also result in a low score or a failure in the final examination. It is argued that deep learning of the subject content is the vital ingredient for the accomplishment of the said skills and improvement in academic performance. Our teaching and learning project on the co-creation of multiple-choice questions on Company Law which was executed as a pilot study in the first semester of 2023/24, has enabled the students to acquire deep learning and improve academic performance. This was evidenced by the responses of between 85 -89 students who completed the questionnaire in the first semester of 2023/24. The purpose of this paper is two -fold. Firstly, we aim to demonstrate the benefit of deep learning as evidenced by students’ responses to the questionnaire. Secondly, we will illustrate improvement in academic performance by comparing grade reports from the first and second semester of 2022/23 with those from the first semester of 2023/24.