The balancing act involved in teaching a class of mixed-ability students

One of the most common challenges in teaching postgraduate students is the diversity of their professional and/or academic backgrounds. In quantitative subjects that require rigorous technical knowledge, such as corporate finance, this disparity can be particularly acute. 

In our Master of Corporate Governance programme, for instance, in a class of 50 students, generally half are seasoned accounting and finance professionals. The other half work in corporate services like marketing, legal affairs or human resources, rarely dealing with figures in their daily routines.

In a scenario where all students attend the same lectures and are evaluated against the same grading rubrics, many beginners are quickly paralysed by “quant anxiety” – the fear and stress associated with mathematical and quantitative stimuli. In-depth interviews with former students reveal that this anxiety stems from two main sources: content: a lack of prior technical knowledge, and context: the fear of negative peer evaluation.

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To create a successful learning environment, we must systematically dismantle this anxiety for the beginners, while keeping the coursework rigorous enough to challenge the experts. Here, I’ll share several strategies to achieve this delicate balance.

1. Set transparent expectations from day one

The first class is the most critical window for establishing trust and setting expectations. I address the course difficulty head-on, particularly for non-accounting students. I explain that they will need to commit additional hours of independent study to master the material. At the same time, I reassure them that the baseline passing criteria are fully attainable through dedicated effort. 

Simultaneously, I challenge advanced students by revealing that 10 to 15 per cent of the midterm and final exams comprise highly advanced, complex questions designed to allow the experts to truly showcase their skills. 

2. Establish structured peer support networks

A major component of the course is a substantive group project. I ask students to form self-selected groups of five or six before the first day of class using Google Sheet, ensuring they sit in their project groups from session one. As second-year students, they will have already met their peers face to face and know who they’re comfortable with.

In a mixed classroom, these groups naturally form micro-communities of peer support. To maximise this arrangement, I structure my lectures to begin with fundamental theories and methodologies to ensure a shared baseline. 

I then immediately follow this with hands-on application, including real-time calculations and interpretive exercises. Grouping students early ensures that when beginners struggle with a formula or concept, they have an immediate, trusted peer on hand to offer guidance and keep them up to speed.

3. Leverage technology to lower the stakes

To give students the cognitive space to make mistakes safely, I integrate personalised, interactive learning platforms into our sessions. These platforms feature low-stakes, real-time “concept check” questions that prompt students to apply new concepts and reflect on their learning.

These digital tools solve two problems at once.

• They reduce content anxiety: Students receive instant, automated feedback that guides their learning step by step and builds confidence.
• They reduce context anxiety: Because responses on these platforms are anonymous to the rest of the class, students are freed from the fear of public embarrassment or being put on the spot in front of their expert peers.

Importantly, while the platform allows for private, independent submissions, I encourage students to consult their groupmates before hitting submit. Combining educational technology with peer collaboration helps beginners feel less isolated when tackling challenging material.

4. Double down on deliberate practice

Homework is a powerful tool for building academic self-efficacy. For beginners encountering technical, quantitative topics for the first time, consistent, structured practice outside of class is the foundational bridge to understanding. I assign regular homework to reinforce core mechanics and transition new concepts from short-term working memory into long-term mastery. This deliberate repetition provides the rigorous practice newcomers need, gradually closing the skills gap between the two halves of the classroom.

5. Keep the experts engaged with real-world complexity

While supporting beginners is crucial, we must not neglect our subject-matter experts. Having already mastered the fundamentals, these students deserve an intellectually stimulating learning experience. 

To keep them engaged, the curriculum focuses heavily on the strategic application of financial theory to the modern commercial landscape. Rather than relying on static PowerPoint decks from the publishers or textbook questions, I update our course materials annually to incorporate current global financial market events, regulatory changes and contemporary case studies. This challenges advanced students to apply their technical knowledge to complex, real-life decision-making. This approach also deeply resonates with beginners, as it demonstrates the real-world utility of the technical skills they are actively learning.

Key takeaways

• Chunk material: Avoid overwhelming beginners with a barrage of formulas and concepts. Break lectures down into tight, digestible modules following a predictable rhythm of lecture-exercise-lecture-exercise to prevent cognitive overload.
• Foster psychological safety: Use anonymous, interactive polling and tech tools so students can test their understanding and make mistakes without fear of judgement.
• Build support systems early: Do not leave group formation to chance. Seat students in permanent peer-support groups from day one so that “expert” and “novice” peers can collaborate naturally throughout the semester.
• Give everyone a win: Both groups of students need to stay engaged and motivated. 

Lolita Edralin is professor of practice (accounting) at The Hong Kong Polytechnic University.

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