The Effect of Review Questions and Response Cards on Increases in Active, Accurate Responses by Spanish University Students

IF 1.9 Q2 PSYCHOLOGY, MULTIDISCIPLINARY
Rosario Ruiz-Olivares, Marién Mesa
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引用次数: 0

Abstract

The aims of this study were to compare the use of Review Questions (RQs) and RQs + Response Cards (RCs) in a Spanish university context; to observe which procedure most increases Active Student Responses (ASRs), to verify whether the use of these procedures improves the accuracy of students’ exam answers and, to observe whether unscheduled ASR increases under experimental conditions. 67 Spanish university students from a Spanish public university participated in the study. An A–B design of alternating treatments was used to compare the use of RQ and RQ + RC. The results showed that the condition RQ y RQ + RC increased the frequency of ASRs and RQ + RC improved the accuracy of students’ answers in online exams. There was also an upward trend in unscheduled ASRs during both conditions. The conclusion was that more research is needed to improve the daily teaching practice of university teachers by developing strategies to facilitate formative assessment, to improve ASR and, by extension, to improve the effectiveness of students’ final exam answers.
复习问题和答题卡对西班牙大学生提高主动、准确回答能力的影响
本研究的目的是比较西班牙大学背景下复习问题(RQs)和RQs +答题卡(rc)的使用;观察哪种程序最能增加学生主动反应(ASR),验证这些程序的使用是否提高了学生考试答案的准确性,以及观察实验条件下计划外的ASR是否增加。来自西班牙一所公立大学的67名西班牙大学生参与了这项研究。采用A-B交替处理设计比较RQ和RQ + RC的使用。结果表明,RQ + RC条件增加了asr的频率,RQ + RC提高了学生在线考试答案的准确性。在两种情况下,计划外asr也有上升趋势。结论是,需要更多的研究来改善大学教师的日常教学实践,通过制定策略来促进形成性评估,提高ASR,进而提高学生期末考试答案的有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Psychology Learning and Teaching-PLAT
Psychology Learning and Teaching-PLAT PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.30
自引率
9.10%
发文量
24
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