Retrieval-practice account of why HOCS clicker questions benefit LOCS exam performance¶

Theory · All theories
Evidence · 2 claims (2 for) · 2 studies (1 causal, 1 review), q2–q3 · 1 of 2 report an effect size · 2 claims rest on one study

Description¶

The article explains its counterintuitive finding with a retrieval-practice mechanism: when students answer higher-order clicker questions, they must "practice recalling factual material in order to “solve” the problem", thereby encoding low-level information. This repeated retrieval of factual content during HOCS questioning strengthens recall of declarative knowledge on later exams, consistent with the Bloom taxonomy principle that higher-cognitive-level processes subsume lower-level processes. The account explains why HOCS clickers helped LOCS but not HOCS exam questions.

Design Implications¶

Context¶

Requirements¶

• Clicker questions must require students to retrieve factual content in the course of solving a higher-order problem

Constraints¶

• The account is offered as the authors' most likely explanation, not a directly tested mechanism in this study

Target Learners¶

• undergraduate nonmajors biology students

Target Learning Objectives¶

• retention of factual/declarative course content
• preparation for higher-order thinking activities

Claims¶

• Hocs Clickers Improve Locs Exam Performance [+M]
• Hocs Clickers No Hocs Exam Benefit [~M]
• Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses [+M]

Related Theories¶

Examples¶

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Key Sources¶

• 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