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dc.contributor.authorDudley, Morgan
dc.date.accessioned2013-10-31T15:11:51Z
dc.date.accessioned2020-06-22T14:29:11Z
dc.date.available2013-10-31T15:11:51Z
dc.date.available2020-06-22T14:29:11Z
dc.date.issued31/10/2013
dc.identifier.urihttp://hdl.handle.net/20.500.12648/321
dc.description.abstractActive student engagement during teacher-led instruction is critical to successful learning in contemporary schools. Yet, considerable evidence suggests that many students, particularly those with significant learning and behavioral challenges do not participate actively in class and as a result fall further and further behind their normally developing peers. The present study examined the effects of two response methods, hand-raising versus response cards, on pupils' daily math quiz scores. Using an alternating treatments design, the investigator found that response cards immediately and consistently improved student math quiz scores(hand-raising M = 60% versus response cards M = 84%). In fact, all target students as a group always did better on math quizzes when response cards were used. Additional analysis for the two most and one least responsive students are provided. These findings are highly consistent with previous research on the positive effects of response cards. Implications for future research and practice are discussed.en_US
dc.language.isoen_USen_US
dc.subjectMathematics teachers -- Training of.en_US
dc.subjectMathematics -- Study and teaching (Middle school) -- Activity programs.en_US
dc.subjectMathematical ability -- Testing.en_US
dc.titleThe effects of response cards on students' math quiz performance.en_US
dc.typeThesisen_US
refterms.dateFOA2020-06-22T14:29:11Z
dc.description.institutionSUNY at Fredonia


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