Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Being present for a targeted clicker question and completing a homework explanation each had significant effects on later exam performance, without synergistic benefits of doing both. → Dana L. Kirkwood-Watts 2022

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

Observational analysis of 346 consenting students in two sections of an introductory biology course using generalized linear mixed models; Table 2 prints clicker participation (P < 0.001) and homework completed (P < 0.001) as significant, and "The interaction term between these variables was not retained."

"At the whole-class level, we found that being present for a targeted clicker question and completing a homework explanation each had significant effects on later exam performance (Fig. 2A and T able 2)."

Discussion¶

Related Claims¶

• 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

• Assessment for learning improves achievement — 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

• Any clicker participation outperforms absence on exam questions, but the lowest quartile sees no significant benefit — a narrower finding that bears on this claim
• Homework explanations demonstrating understanding predict better isomorphic exam performance across all quartiles — 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
• Students answering both clicker votes correctly score significantly higher on isomorphic exam questions than all other vote patterns — 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