Examining the Effects of Active Responding on Student Performance in an Introductory Psychology Course
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The purpose of this study was to examine the impact of the electronic voting devices (i.e., clickers) on immediate and delayed performance of students in an introductory psychology course. The clickers were used to promote students' active responding in small-group lectures/discussion sessions in an alternating reversal (exposure vs. lack of exposure to active responding promoted by clickers) design across two sections of students in this course. The performances of our experimental groups were also compared to the performance of a group of students from a previous semester that experienced an alternated exposure to clickers. The dependent variables included students' performance associated with discussion session quizzes, chapter quizzes, mid-term and final exams. In addition, we compared grade distribution across target semesters. The increase in student performance seen across semesters that applied the EVS, combined with the data found within the target semester provide a context for future empirical exploration of EVS as a potential source of active responding in classroom settings.