Any clicker participation outperforms absence on exam questions, but the lowest quartile sees no significant benefit¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Students with any clicker vote pattern scored significantly higher on exam questions than absent students, with correct-correct students scoring highest. → Dana L. Kirkwood-Watts 2022 q3 i? Compared to being absent, the lowest quartile saw no significant benefit of either answering correctly on both votes or having any other clicker pattern. → Dana L. Kirkwood-Watts 2022 (2)

Evidence¶

Dana L. Kirkwood-Watts 2022¶

Dana L. Kirkwood-Watts, Emily K. Bremers, Emily A. Robinson, Kathleen R. Brazeal, and Brian A. Couch. (2022). Revisiting Clickers: In-Class Questions Followed by At-Home Reflections Are Associated with Higher Student Performance on Related Exam Questions. Journal of Microbiology and Biology Education. https://doi.org/10.1128/jmbe.00038-22

q3 · i? · associational · r2

Analysis comparing the collapsed non-correct-correct vote patterns and the correct-correct pattern against students absent for the targeted clicker question on isomorphic exam performance; the article also reports that students with any other clicker pattern performed significantly higher than students who were absent (Fig. 6A; Table S8).

"We discovered that students answering both votes correctly scored signiﬁcantly higher than ei- ther of the other groups"

Dana L. Kirkwood-Watts 2022 (2)¶

q3 · i? · associational · r2

Exploratory quartile analysis of the same comparison; the lowest-quartile students showed no significant exam benefit from any clicker pattern relative to absence, while the top three quartiles showed apparent correct-correct benefits reaching significance for Q2 and Q4.

"Compared to being absent, the lowest quartile saw no signiﬁcant beneﬁts of either answering correctly on both votes or having any other clicker pattern."

Discussion¶

Classroom testing (quizzing) significantly boosts student academic achievement to a medium extent (g = 0.499). — the general claim this finding bears on, with the studies behind it
Peer Discussion Improves Conceptual Understanding — the general claim this finding bears on, with the studies behind it
Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it
Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — the general claim this finding bears on, with the studies behind it
Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction — a broader claim this one bears on
Students answering both clicker votes correctly score significantly higher on isomorphic exam questions than all other vote patterns — related
Being present for a clicker question predicts a higher likelihood of providing a homework explanation demonstrating understanding, except in the lowest quartile — related
Completing the follow-up homework assignment modestly boosted exam question performance — related
Participating in peer assessment produced a statistically significant but negligible improvement (d = .115) in short-term achievement on unit quizzes in a college statistics course — related

Page metadata

Field	Value
`type`	`claim`
`id`	`any-clicker-pattern-beats-absence-except-lowest-quartile`
`title`	`Any clicker participation outperforms absence on exam questions, but the lowest quartile sees no significant benefit`
`description`	`Any clicker participation outperforms absence on exam questions, but the lowest quartile sees no significant benefit`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2022`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-10-02`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `dana-l-kirkwood-watts-2022`, `dana-l-kirkwood-watts-2022-2`

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