Students rate clicker questions and lecture as more helpful than the textbook¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Across both semesters, students rated the textbook as less effective than clicker questions (d = 0.70) and than standard lecture/discussion (d = 0.80). → Deborah K. Anderson 2023 q3 i? There was no significant difference in perceived helpfulness between clicker questions and standard lecture/discussion. → Deborah K. Anderson 2023 (2)

Evidence¶

Deborah K. Anderson 2023¶

Deborah K. Anderson, Michelle Schoenleber, and Stuart Korshavn. (2023). Higher-Order Clicker Questions Engage Students and Prepare Them for Higher-Order Thinking Activities. Journal of Microbiology and Biology Education. https://doi.org/10.1128/jmbe.00151-22

q3 · i2 · causal · r2

Paired-sample t tests following the 3 (pedagogical feature) × 2 (clicker type) × 2 (semester) mixed ANOVA on survey ratings. The article reports "students rated the textbook as less effective than both clicker questions" and lecture, with medium-to-large effect sizes.

"students rated the textbook as less effective than both clicker questions (t [48] = 4.74, P < 0.001, Cohen’s d = 0.70) and standard lecture/discussion (t [48] = 6.51, P < 0.001, Cohen’s d = 0.80)"

Deborah K. Anderson 2023 (2)¶

Deborah K. Anderson, Michelle Schoenleber, and Stuart Korshavn. (2023). Higher-Order Clicker Questions Engage Students and Prepare Them for Higher-Order Thinking Activities. Journal of Microbiology and Biology Education. https://doi.org/10.1128/jmbe.00151-22

q3 · i? · causal · r2

Same perception ANOVA follow-up: "There was no signi ficant difference in perceptions of clicker questions and standard lecture/discussion in the combined sample." No effect size was printed for this contrast; equivalence was not tested.

"There was no signi ficant difference in perceptions of clicker questions and standard lecture/discussion in the combined sample."

Discussion¶

Related Claims¶

• Most pre-service elementary teachers believed clicker use assisted their learning and understanding of course material — 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 — related
• Students report rarely reading their physics textbooks, with half claiming never to have used it in an entire semester — related
• Students perceive LOCS and HOCS clicker questions as equally helpful, despite exam performance differences — related