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Date of Award
2008
Document Type
Thesis - Pacific Access Restricted
Degree Name
Master of Arts (M.A.)
Department
Psychology
First Advisor
Carolynn Kohn
First Committee Member
Kenneth Beauchamp
Second Committee Member
Gary Howells
Abstract
Typically in the secondary educational system, classes are held in the whole-class lecture format. In this arrangement, opportunities for active engagement are low. Instructional methods such as response cards and guided notes have been examined for their efficacy in increasing active class participation, but little of this research had been conducted in a university setting. The current study compared three instructional techniques: whole-class lecture, response cards, and guided notes. Data collected from six discussion sections were compared in terms of: percentage of students actively engaged during each programmed opportunity and students' daily quiz scores following each instructional period. Results suggested that while active participation was significantly higher in the response card condition, quiz scores were unaffected by instructional method.
Pages
72
ISBN
9780549954217
Recommended Citation
Rieland, Weston A.. (2008). Increasing class participation: A comparative analysis. University of the Pacific, Thesis - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2610
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