The Impact of Text Message Quizzing on Course Performance in General Chemistry

Autor/inn/en	Devers, Christopher J.; Devers, Erin E.; Alayan, Alexandra; Echeverry, Shawnie; Uros-Yarid, Allison; Robertson, John; Baquet, Zachary; Heavner, Shayla K.; Ruiz, Rudy; Miller, Paul D.; Ho, Nina; Davis, Kate; Johnson, Abigail; Deeter, Christian; Tripp, Steven; Leonard, Stephen
Titel	The Impact of Text Message Quizzing on Course Performance in General Chemistry
Quelle	In: Journal of Interactive Learning Research, 33 (2022) 2, S.71-82 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1093-023X
Schlagwörter	Chemistry; Science Instruction; Evidence Based Practice; Undergraduate Students; Science Tests; Study Habits; Synchronous Communication; Student Participation; Grades (Scholastic); Telecommunications; Handheld Devices; Correlation; Comparative Analysis; Teaching Methods; Technology Uses in Education; Outcomes of Education + Suchen Sie Ihr Suchwort? Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Study behavior; Study behaviour; Studienverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Notenspiegel; Telekommunikationstechnik; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernleistung; Schulerfolg
Abstract	Study techniques that students report using are often ineffective. In this project, text messaging supported students utilizing evidence-based approaches -- low-stakes practice testing, distributed practice, and interleaved practice. Students enrolled in an undergraduate general chemistry course were divided into two groups through matched random assignment. Both participation and performance in the text messaging quizzes correlated to performance in the course. Specifically, performance and participation in the text messaging quizzes, along with class participation, accounted for 67% of the variability in the overall final grades. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01