Response cards improve academic achievement and student responding compared with traditional hand raising¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All four response-card versus hand-raising studies reported positive academic and behavioral outcomes for the response-card condition. → MacSuga-Gage 2015 q3 i? In Gardner, Heward, and Grossi (1994), next-day quiz averages were 70% correct during response cards versus 57% during hand raising. → MacSuga-Gage 2015 (2)

Evidence¶

MacSuga-Gage 2015¶

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature. Education and Treatment of Children, 38(2), 211-240. https://eric.ed.gov/?id=EJ1070193

q3 · i? · review · r2

Review synthesis of four response-card studies (Davis & O'Neill, 2004; Gardner et al., 1994; Lambert et al., 2006; Narayan et al., 1990) reporting increased correct responses, student responding, achievement, and decreased off-task and disruptive behavior in the response-card condition.

"All four studies comparing the use of response cards with traditional hand raising (i.e., single student responding to a question posed to the class) noted positive academic and behavioral outcomes for students in the response-card condition"

MacSuga-Gage 2015 (2)¶

MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature. Education and Treatment of Children, 38(2), 211-240. https://eric.ed.gov/?id=EJ1070193

q3 · i? · review · r2

Gardner, Heward, and Grossi (1994), ABAB single-subject design with 24 elementary general-education students: "57% correct during HR and 70% correct during the RC phase" on next-day quizzes. No standardized effect size was printed.

"overall mean score (next-day quizzes) for the entire class sessions was 57% correct during HR and 70% correct during the RC phase."

Discussion¶

Related Claims¶

• Response cards markedly increase student responding and quiz scores compared with hand raising — a narrower finding that bears on this claim
• Students report a far higher likelihood of answering questions in class when handsets are used than when responding by raising hands or verbally — related
• A student response system increased response rates but showed no functional relation for on-task behavior or academic achievement — related
• Class-wide unison TD-OTRs produce more positive academic and behavioral outcomes than individual TD-OTRs — related
• Faster presentation rates of TD-OTRs produced favorable outcomes, with desired outcomes occurring at approximately 3.00-5.00 TD-OTRs per minute — related