A Pedagogically Effective Use of an Audience Response System to Increase Outcomes in Mathematics

Autor/inn/en	McAlpin, Elizabeth; Shilane, David; Kalaycioglu, Selin
Titel	A Pedagogically Effective Use of an Audience Response System to Increase Outcomes in Mathematics
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 37 (2018) 4, S.355-386 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Audience Response Systems; Mathematics Instruction; Outcomes of Education; Instructional Effectiveness; Learner Engagement; Calculus; Problem Solving; Undergraduate Students; College Mathematics; College Entrance Examinations; Grade Point Average; Technology Uses in Education; Instructional Improvement; New York (New York); SAT (College Admission Test); ACT Assessment + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Unterrichtserfolg; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Problemlösen; Aufnahmeprüfung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsqualität; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Large foundational courses delivered in lecture halls are disadvantaged in eliciting participation from all students and maintaining engagement throughout the class session. We introduced a question-driven method facilitated by an audience response system, namely TopHat™, that allows the instructor to engage students in solving Calculus problems across the entire class as well as provide uniform immediate feedback to both the students, and the instructor as an opportunity to reflect and remediate. In Fall 2016, we compared outcomes for students who solved problems facilitated by TopHat™ in one section (041) to those who solved problems using paper in another section (046). Results from statistical tests found the section (041) using a question-driven method facilitated by TopHat™ was associated with statistically significantly improved performance measures resulting in a 4.98% increase in final grades amounting to a half a letter grade difference, compared to the control section (046) solving problems facilitated with paper. The improvement in performance was driven by statistically significant differences on the homework assignments and midterm examinations in the section (041) using TopHat™. The TopHat™ section (041) also scored higher on the final exam although not statistically significant compared to section (046). Greater performances scores contributed to statistically significant final grade averages. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01