The Impact of Brief Reflective Responses on Student Performance

Autor/inn/en	Hamilton, Hannah R.; Mallett, Robyn K.
Titel	The Impact of Brief Reflective Responses on Student Performance
Quelle	In: Active Learning in Higher Education, 24 (2023) 1, S.37-47 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787418779158
Schlagwörter	Reflection; Student Attitudes; Active Learning; Academic Achievement; Undergraduate Students; Class Activities; Performance + Suchen Sie Ihr Suchwort? Schülerverhalten; Aktives Lernen; Schulleistung; Achievement; Leistung
Abstract	One-minute papers allow students to process what they learned during class and improve student performance. However, this activity can become monotonous and takes significantly longer than the name implies. The research described here tests the effectiveness of a briefer, more flexible version of this technique to increase the perceived relevance of the material and, in turn, performance. Students were randomly assigned to either self-generate a reflective response or answer a content-specific question generated by the instructor at the end of class. Students positively evaluated the brief reflective response activity. Moreover, answering the self-generated reflective responses was associated with greater perceived relevancy of course material to students' daily lives compared to answering the content-specific questions. Perceived relevancy, in turn, was associated with higher examination grades. Thus, brief reflective responses are a useful tool to increase meaningful connections to course material which enhances examination performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01