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Effect of answer format and review method on college students' learning
ARTICLE

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Computers & Education Volume 59, Number 3, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

Interactive instructional methods are characterized by engaging students with the course material and involve delivering feedback for their efforts. Using a mixed 2 × 2 factorial experiment, we compared the effects of multiple choice answer formats (word versus letter) and methods (automated versus manual) on 70 undergraduate students' acquisition of instructional material. Although there was no significant difference in participants' gain scores between automated (“clickers”) and manual (holding up response cards) methods, significantly greater learning occurred when participants used the word rather than letter answer format. Despite participants' preference for letter over word format, instructors may still want to require students to write out answers to review questions given the improved performance it yields.

Citation

Desrochers, M.N. & Shelnutt, J.M. (2012). Effect of answer format and review method on college students' learning. Computers & Education, 59(3), 946-951. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2012.04.002

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