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引用次数: 2
摘要
本研究旨在复制和扩展关于学生阅读依从性的研究,并检验日常测验方法对学生阅读依从性和记忆的影响。变态心理学两科共98名学生参加,平均年龄21.5岁,SD = 3.35;72.4%的白人)。采用多基线准实验设计,每日测验方法在学期的不同时间点从Clicker问题改为Clicker问题加随机书面测验。这些班级在成功的预测因素上没有显著差异,只有在一个人口统计学变量上有显著差异。77.6%的学生未能通过Sappington et al.(2002)对阅读依从性的客观测量,大多数学生在阅读依从性问题上撒谎。测验方法对学习成果的影响有各种各样的证据。每天的测验似乎是有效的,但增加书面测验可能不足以提高学习效果,不足以证明增加评分时间是合理的。
Effects of Quizzing Methodology on Student Outcomes: Reading Compliance, Retention, and Perceptions
This study set out to replicate and extend research on students’ reading compliance and examine the impact of daily quizzing methodology on students’ reading compliance and retention. 98 students in two sections of Abnormal Psychology participated (mean age = 21.5, SD = 3.35; 72.4% Caucasian). Using a multiple baseline quasi-experimental design the daily quizzing methodology was changed at different points in the semester from Clicker questions to Clicker questions plus random written quizzes. The classes did not differ significantly on predictors of success and only differed significantly on one demographic variable. 77.6% of students failed Sappington et al.’s (2002) objective measure of reading compliance and the majority lied about their reading compliance. There was mixed evidence for the impact of quizzing methodology on learning outcomes. Daily quizzing appears to be effective, but adding written quizzes may not improve learning outcomes enough to justify increased grading time.