Effect of clickers versus online homework on students' long-term retention of general chemistry course material

Misganaw T. Gebru · Amy J. Phelps · Gary P. Wulfsberg

50 citations0/0 files storedChemistry Education Research and Practice

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching Methods Various Chemistry Research Topics Chemistry Education and Research

Abstract

This study reports the effects of student response systems (clickers) versus online homework on students' long-term retention of General Chemistry I course material. Long-term content retention was measured by a comprehensive yearlong American Chemical Society (ACS) GC97 exam administered seven months after students had completed the General Chemistry I course. The analysis indicated that while students who used clickers or online homework systems earned a little over 2% higher than the non-clicker, non-online homework (lecture-only) group on ACS GC97 exam average scores, this difference was not statistically significant. Interestingly, the data also revealed that more students were retained both in clicker and online homework classes than lecture-only classes. This work suggests that treatments that enhance student's feedback may increase student retention in the course sequence with no loss in learning.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 50 citations exist upstream.

References

2001Peer Instruction: Ten years of experience and results 2007Clickers in the Large Classroom: Current Research and Best-Practice Tips 2008Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes 2007The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems 2007The Empirical Case against Large Class Size: Adverse Effects on the Teaching, Learning, and Retention of First-Year Students.2000The Role of Metacognition in Learning Chemistry 2007Clickers in the Classroom: An Active Learning Approach.2009Promoting student-centered active learning in lectures with a personal response system

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.