Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes
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[1] Catholic University of America
Catholic University of America
Estados Unidos
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- Localización: Journal of chemical education, ISSN 0021-9584, Vol. 83, Nº 3, 2006, págs. 488-493
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 1 Cita
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Resumen
This paper compares the effectiveness of an electronic student response system (SRS) to deliver ConcepTests with the use of WebCT quizzes for nursing students enrolled in general chemistry, organic chemistry, and biochemistry courses. SRS is a Web-based system designed to assist instructors in delivering and analyzing student responses to questions used in lecture and recitation. Student responses are captured and summarized graphically, providing students and instructors with immediate feedback. WebCT quizzes provide students with another opportunity for practice of the concepts presented in class. Student achievement after experience with either or both SRS and WebCT quizzes on teacher-written hour-long exams and an American Chemical Society final exam was investigated. Results show that small differences in teacher implementation of both of these innovations can have large effects on student achievement. As currently implemented, SRS did not provide opportunities for reflection and review, while WebCT did. Using SRS demonstrated no effect on student achievement measured by teacher-written exams; a minimal effect of using SRS on student achievement measured by the ACS exam was shown. WebCT quizzes resulted in statistically higher achievement on teacher-written hour-long tests, but not on the ACS exam. This was probably a result of the WebCT quizzes not being reviewed by students because of time constraints. Student survey answers were used to corroborate this interpretation.
