ACTIVE LEARNING AND ACADEMIC PERFORMANCE: THE CASE OF REAL-TIME INTERACTIVE STUDENT POLLING

Q3 Social Sciences

Statistics Education Research Journal Pub Date : 2023-05-16 DOI:10.52041/serj.v22i1.122

A. Arjomandi, A. Paloyo, Sandy Suardi

引用次数: 0

Abstract

Active-learning pedagogical practices are encouraged in the education literature to improve academic outcomes. The research reported in this paper explored the effect of real-time interactive polling—a type of active learning—on three measures of academic outcome: final marks, student engagement, and failure probability. To provide credible impact estimates, a cluster randomized controlled trial in an introductory statistics class was conducted. With a little over 500 students, nine out of the 24 tutorial classes were conducted with real-time quizzes; the other 15 tutorial classes served as control classes. The results showed that this active-learning technique did not impact final marks and the probability of failing the subject. It did, however, increase tutorial attendance by about 24%, which corresponded to about 1.6 additional hours compared to the control classes. The findings support the literature on the benefits of classroom response systems that increase student engagement, student interest, and enjoyment from smaller group discussions.

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主动学习与学习成绩:以实时互动学生投票为例

教育文献鼓励积极的学习教学实践，以提高学术成果。本文报道的这项研究探讨了实时互动民意调查（一种主动学习）对学业成绩的三个衡量标准的影响：期末成绩、学生参与度和失败概率。为了提供可信的影响估计，在统计学导论课上进行了一项集群随机对照试验。有500多名学生，24个辅导班中有9个是通过实时测验进行的；其他15个辅导班作为对照班。结果表明，这种主动学习技术不会影响期末成绩和不及格的概率。然而，它确实将辅导出勤率提高了约24%，与对照班相比，这相当于增加了约1.6个小时。研究结果支持了关于课堂反应系统的好处的文献，这些系统可以提高学生的参与度、学生的兴趣和小组讨论的乐趣。

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

Statistics Education Research Journal Social Sciences-Education

CiteScore

1.30

自引率

0.00%

发文量

期刊介绍： SERJ is a peer-reviewed electronic journal of the International Association for Statistical Education (IASE) and the International Statistical Institute (ISI). SERJ is published twice a year and is free. SERJ aims to advance research-based knowledge that can help to improve the teaching, learning, and understanding of statistics or probability at all educational levels and in both formal (classroom-based) and informal (out-of-classroom) contexts. Such research may examine, for example, cognitive, motivational, attitudinal, curricular, teaching-related, technology-related, organizational, or societal factors and processes that are related to the development and understanding of stochastic knowledge. In addition, research may focus on how people use or apply statistical and probabilistic information and ideas, broadly viewed. The Journal encourages the submission of quality papers related to the above goals, such as reports of original research (both quantitative and qualitative), integrative and critical reviews of research literature, analyses of research-based theoretical and methodological models, and other types of papers described in full in the Guidelines for Authors. All papers are reviewed internally by an Associate Editor or Editor, and are blind-reviewed by at least two external referees. Contributions in English are recommended. Contributions in French and Spanish will also be considered. A submitted paper must not have been published before or be under consideration for publication elsewhere.