Response cards markedly increase student responding and quiz scores compared with hand raising¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a 5th-grade classroom comparison of response cards to hand raising, students responded to 4% of questions under hand raising versus 68% under response cards, with no accuracy difference but marked quiz-score increases. → Rebecca A. Markovits and Yana Weinstein 2018 q2 i? Similar results were found in an undergraduate Psychology of Learning course, and students reported high social validity, wanting more professors to use response cards. → Rebecca A. Markovits and Yana Weinstein 2018 (2)

Evidence¶

Rebecca A. Markovits and Yana Weinstein 2018¶

Rebecca A. Markovits and Yana Weinstein. (2018). Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts? npj Science of Learning 3:2. https://doi.org/10.1038/s41539-017-0018-1

q2 · i? · review · r2

Classroom comparison of response cards versus hand raising in a 5th-grade science class measuring presentation rate, response rate, accuracy, next-day quiz scores, and bi-weekly review test scores. Responding rose from "4%" to "68%"; no effect size is printed for the quiz increase.

"students responded to only 4% of the questions in the hand raising condition, whereas they responded to 68% of the questions in the response card condition. Furthermore, while there was no difference in accuracy of responding across the two conditions, results on the next-day and bi-weekly quizzes showed a marked increase in scores following response cards."

Rebecca A. Markovits and Yana Weinstein 2018 (2)¶

Rebecca A. Markovits and Yana Weinstein. (2018). Can cognitive processes help explain the success of instructional techniques recommended by behavior analysts? npj Science of Learning 3:2. https://doi.org/10.1038/s41539-017-0018-1

q2 · i? · review · r2

The article reports a second study comparing an undergraduate lecture with and without response cards, finding similar performance benefits, plus high social validity: students found response cards helpful and wanted more professors to use them. No effect sizes are printed.

"Similar results were found with response cards in an undergraduate Psychology of Learning course,23 comparing student performance in a traditional lecture with no response cards and a traditional lecture with response cards."

Discussion¶

Related Claims¶

• Children in the interactive condition responded to 77.94% of Elinor's questions versus 68.13% in the pseudo-interactive condition — related
• Contingent AI interaction increased children's likelihood of responding over time (OR = 1.026 per question), while pseudo-interactive interaction decreased it (OR = 0.96) — related
• Verbal engagement correlated more strongly with science learning in the interactive condition (response rate r = .485) than in the pseudo-interactive condition (r = .193) — related
• Students report a far higher likelihood of answering questions in class when handsets are used than when responding by raising hands or verbally — related
• Response cards improve academic achievement and student responding compared with traditional hand raising — a broader claim this one bears on
• A student response system increased response rates but showed no functional relation for on-task behavior or academic achievement — related