Semester 2 students outperformed semester 1 students on HOCS exam questions regardless of clicker question type¶

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

Subclaims¶

q3 i2 The exam question type × semester interaction was significant; semester 2 students beat semester 1 students on HOCS exam questions under both clicker conditions (d = 0.79 and d = 0.67). → 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

Follow-up independent-samples t tests interpreting the significant exam question type × semester interaction in the mixed ANOVA. The article reports "semester 2 students outperformed semester 1 students on HOCS exam questions" under both clicker conditions, with medium-to-large effect sizes.

"semester 2 students outperformed semester 1 students on HOCS exam questions, both when reviewed using LOCS clicker questions (t [51] = 3.10, P = 0.003, Cohen’s d = 0.79) and when reviewed using HOCS clicker questions (t [51] = 2.52, P = 0.015, Cohen’s d = 0.67)"

Discussion¶

Related Claims¶

• 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

• HOCS clicker questions during learning improve performance on LOCS exam questions more than LOCS clicker questions do — the general claim this finding bears on, with the studies behind it

• Students perform better overall on LOCS exam questions than on HOCS exam questions — related