Cognitive Variables, Classroom Behaviors, and a Participation Intervention on Students' Classroom Participation and Exam Performance

Autor/inn/en	McCleary, Daniel F.; McCreary, Brittany; Coles, Jeremy
Titel	Cognitive Variables, Classroom Behaviors, and a Participation Intervention on Students' Classroom Participation and Exam Performance
Quelle	In: International Journal of Teaching and Learning in Higher Education, 31 (2019) 2, S.184-194 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Student Participation; Intervention; Prior Learning; Critical Thinking; Attendance; College Credits; Predictor Variables; Grades (Scholastic); Scores; Undergraduate Students; Discussion (Teaching Technique); Educational Psychology; Cognitive Tests; Incentives; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Vorkenntnisse; Kritisches Denken; Anwesenheit; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Prädiktor; Notenspiegel; Erziehungspsychologie; Pädagogische Psychologie; Kognitiver Fähigkeitstest; Anreiz
Abstract	We examined how predictive pre-course knowledge, critical thinking, attendance, course credit, and exam grades are of in-class participation. The association between exam performance and pre-course knowledge, critical thinking, participation, course credit, and attendance was also investigated. A two-level hierarchical linear model was used to examine these relationships in an undergraduate course. Students with higher critical thinking scores were more likely to participate when course credit was provided for participation than when no participation credit was available. Therefore, credit contingencies may more effectively raise participation levels of students with high critical thinking skills than students with low critical thinking skills. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01