The effect of response cards on participation and weekly quiz scores of university students enrolled in introductory psychology courses
Increasing student participation in college classrooms is an overlooked yet socially valid endeavor. The present study attempted to increase student participation, accuracy of responding, and weekly quiz scores, by incorporating student response-cards. Measures of social validity were also addressed. One hundred twenty university students in two sections of an introductory course served as participants. An augmented incomplete ABA reversal design was used to compare the effects of review questions with and without response-cards. Results suggest that response cards can increase participation as well as measures of learning, in this case quiz scores. Also, students rated the intervention positively on a consumer satisfaction rating scale. In addition to improving rates of student participation and quiz scores, response-cards positively impacted both students and the instructor's subjective experience in the classroom. © 2007 Springer Science+Business Media, Inc.
Active participation, Active responding, Effective instruction, Response cards
Clayton, Michael C., and Camille Woodard. "The effect of response cards on participation and weekly quiz scores of university students enrolled in introductory psychology courses." Journal of Behavioral Education 16, no. 3 (2007): 250-258.
Journal of Behavioral Education