HOCS clicker questions during learning improve performance on LOCS exam questions more than LOCS clicker questions do¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Across two semesters, units taught with HOCS clicker questions produced better LOCS exam performance than units taught with LOCS clicker questions (d = 0.47). → Deborah K. Anderson 2023

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

Counterbalanced quasi-experiment over two semesters of a nonmajors Human Biology course; paired-sample t tests across both semesters compared the four unit-level exam scores. The study found "HOCS clicker questions contributed to better performance on LOCS exam questions than did LOCS clicker questions" with a small-to-medium effect size (d = 0.47).

"HOCS clicker questions contributed to better performance on LOCS exam questions than did LOCS clicker questions (M LCL = 72% versus MHCL = 76%; t [52] = 4.25, P < 0.001, Cohen’s d = 0.47)"

Studies bearing on this claim¶

Which questions to discuss: recall-level or higher-order? This table gathers the studies behind this claim and the 4 narrower claims that bear on it: 2 distinct studies (1 causal, 1 associational), q2–q3, 1 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• 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

• The classroom testing effect transfers to mismatched test formats, but consistent quiz–exam formats yield a significantly larger effect (g = 0.531 vs. g = 0.399). — 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 — a broader claim this one bears on
• Active Learning Improves Exam Performance — a broader claim this one bears on
• Students perceive LOCS and HOCS clicker questions as equally helpful, despite exam performance differences — related
• Students perform better overall on LOCS exam questions than on HOCS exam questions — related
• Semester 2 students outperformed semester 1 students on HOCS exam questions regardless of clicker question type — related