Being present for a clicker question predicts a higher likelihood of providing a homework explanation demonstrating understanding, except in the lowest quartile¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students present for the targeted clicker question were more likely to provide homework explanations demonstrating understanding than absent students. → Dana L. Kirkwood-Watts 2022 q3 i? The benefit of being present did not significantly improve homework explanations for the lowest quartile, and reached significance only for Q2 and Q4 among the top three quartiles. → 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

Mixed-model analysis collapsing the four statistically equivalent clicker vote patterns into a single present group, comparing present versus absent students on coded homework explanation quality; the article reports presence "predicted a higher likelihood of providing a homework explanation that demonstrated understanding."

"We found that being present for the clicker question predicted a higher likelihood of providing a homework explanation that demonstrated understanding (Fig. 4A; see also T able S5 in the supplemental material)."

Dana L. Kirkwood-Watts 2022 (2)¶

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

Exploratory quartile analysis of the same presence effect on homework explanations; the lowest quartile saw no significant improvement, and among the top three quartiles (Q2, Q3, and Q4) the benefit "only reached statistical signifi- cance for Q2 and Q4."

"we saw that the lowest quartile being present in class did not signi ficantly improve their later homework explana- tions (Fig. 4B; see also T able S5)."

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

• Homework explanations demonstrating understanding predict better isomorphic exam performance across all quartiles — 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 — related
• Clicker participation and homework completion each significantly predict performance on isomorphic exam questions, with no synergistic interaction — related
• Clicker vote patterns show no significant effect on homework explanation quality, though correct-correct students tended to explain best — related