Effect of in-class group clicker-quiz competition on student final exam performance

Priego-Quesada, José Ignacio; Jiménez-Pérez, Irene; Anda, Rosa María Cibrián Ortiz de; González-Peña, Rolando J.; Palmer, Rosario Salvador

doi:10.1152/advan.00032.2019

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…Resembling the medical education case, the evaluated biology syllabus consisted of a broad and conceptual course, rather than an in-depth study of difficult problems. Similar to the biology instance, in physiology education, where notions and memorizing are key, Kahoot was also shown to be useful and slightly increased students’ grades . Several other examples may be cited with the same reasoning; since the comparison is with chemistry education, just the closest and most exemplar studies have been mentioned.…”

Section: Results and Discussionmentioning

confidence: 92%

“…Similar to the biology instance, in physiology education, where notions and memorizing are key, Kahoot was also shown to be useful and slightly increased students' grades. 21 Several other examples may be cited with the same reasoning; since the comparison is with chemistry education, just the closest and most exemplar studies have been mentioned. All of the above cases seem to point toward a similar rationale; Kahoot is a suitable way to enhance students' engagement, and it can be used as an assessment tool when mostly memory is put into play but not for difficult questions and problems.…”

Section: Using Kahoot In Chemical Education Compared To Other Subjectsmentioning

confidence: 99%

“…Several studies have analyzed the use of Kahoot for GBL in classes of diverse subjects and from different points of view, mainly observing if it enhances the students' engagement, which is understood as the time and effort that students devote to educational activities. Researchers have shown that Kahoot increased engagement and in some cases allowed better results for the students in subjects such as physics, 19 physiology, 21 medicine, 22 education, 23 and other fields more distant from chemistry. 24 Kahoot was already described in a Technology Report mainly covering a technical depiction for its use in chemistry classes 17 and also as a complementary tool to evaluate the usefulness of videos in first-year undergraduate chemistry classes.…”

mentioning

confidence: 99%

“…Several studies have analyzed the use of Kahoot for GBL in classes of diverse subjects and from different points of view, mainly observing if it enhances the students’ engagement, which is understood as the time and effort that students devote to educational activities. Researchers have shown that Kahoot increased engagement and in some cases allowed better results for the students in subjects such as physics, biology, physiology, medicine, education, and other fields more distant from chemistry …”

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confidence: 99%

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Use of Kahoot for Assessment in Chemistry Education: A Comparative Study

Murciano-Calles

2020

J. Chem. Educ.

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Novel assessment tools are more often used in class especially after the Bologna Process (PereiraD.FloresM. A.NiklassonI. Pereira, D. Flores, M. A. Niklasson, I. 10.1080/02602938.2015.1055233Assess. Eval. Higher Educ.20164110081032) in Europe. Kahoot has emerged as an attractive and interactive gaming platform, and considerable education-research efforts in different kinds of subjects have been recently invested to evaluate Kahoot suitability for learning. One of the main ways of utilizing Kahoot is as an assessment tool, which has been shown to be effective in various education fields, but not yet in chemistry. Herein Kahoot was used for assessment in a whole-year chemistry class together with other more traditional means, such as solving problem sets or difficult questions. Surprisingly, students’ esteem for Kahoot was the same or even less than for other means of assessment. Instead, problem solving was considered the most valuable task for the class. These results might be due to the nature of chemistry learning; although memorization is required, chemistry education places a higher weight on reasoning skills, which may cause the students to prefer training methods other than Kahoot. According to these results, the competitive incentive and playfulness of a game is less preferred than the intrinsic challenge of solving a difficult question or problem.

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Section: Results and Discussionmentioning

confidence: 92%

Section: Using Kahoot In Chemical Education Compared To Other Subjectsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Use of Kahoot for Assessment in Chemistry Education: A Comparative Study

Murciano-Calles

2020

J. Chem. Educ.

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“…Others that have redesigned their courses by incorporating different teaching strategies have reported different trends in the letter grade distribution after similar individual interventions. In a physiology course, when students worked as a group to answer clicker questions at the end of a class, it resulted in a better academic performance with an increase in percentage of students earning a letter grade B and a decrease in letter grade C but not a significant increase in percentage of students receiving a letter grade A (30). Another study reports, significant increase in students passing with a C average with no significant changes in percentage of students receiving an A or a B grade (31).…”

Section: Discussionmentioning

confidence: 99%

Combined effect of different teaching strategies on student performance in a large-enrollment undergraduate health sciences course

Marwaha

Zakeri

Sansgiry

et al. 2021

Advances in Physiology Education

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Students’ course performance is fundamental for any institution to carry out its academic mission. Often, in-class disengagement and lack of after-class course support in large-enrollment classes trigger academic problems for students. This leads to poor exam performance and an increased rate of final letter grade of a D or F or student withdrawal (DFW), an indicator of students’ poor academic success. Changing teaching strategies by using interventions that incorporate student-student interaction and student-faculty interaction may offer the opportunity to improve course performance. In this retrospective study, we examined the effect of changing teaching strategies on student course performance of 5,553 students enrolled in an undergraduate health sciences course over a span of 20 semesters. Three different interventions namely 1) daily low-stake in-class quizzes, 2) team-based learning, and 3) after-class review sessions were incorporated as teaching strategies. To assess the combined effect of these strategies’ students’ performance in the intervention period (12 semesters) was compared with control period (8 semesters). Student performance in the course was measured by exam grades; overall score; percentage of students receiving letter grades and A, B, C; and DFW rates. The data indicated that in the intervention period, exam scores increased by 6.6%, overall course score increased by 6.2%, percentage of students receiving letter grade A/B increased by 21.3%, percentage of students receiving letter grade C decreased by 6.9%, and the DFW rates decreased by 14.5%. Overall, changing teaching strategies through incorporation of these interventions improved students’ performance in the course.

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We’re Not Sure We Like It but We Still Want More: Trainee and Faculty Perceptions of Remote Learning During the COVID-19 Pandemic

et al. 2021

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Objective In this study, the authors aim to compare perceptions of remote learning versus in-person learning among faculty and trainees at a single institution during the COVID-19 pandemic and to evaluate the impact that a brief faculty training on best practices in online teaching would have on faculty attitudes towards remote learning. Methods The authors conducted an attitude survey on remote learning among trainees and faculty members approximately 3 months after the transition from in-person to remote learning. The authors then conducted a faculty training on best practices in online teaching followed by an evaluation survey. Study findings were examined descriptively and by Fisher’s exact testing. Results The response rates for the attitudes survey were 68% among trainees and 61% among faculty. Trainees and faculty perceived in-person learning more favorably than remote learning across a variety of domains, including overall enjoyment, interpersonal connection, ability to communicate, and concentration. Despite these trends, only 10% of trainees and 14% of faculty felt that all lectures would be most effectively delivered in-person when this becomes possible again. The response rate for the faculty training evaluation survey was 16%. Compared to non-attendees, faculty attendees reported more confidence in their ability to teach remotely (89% vs 56%, p =0.02) and but not increased optimism (89% vs 63%, p =0.06). Conclusions The study findings suggest that both trainees and faculty perceive remote learning negatively compared to in-person learning but still feel that some lectures should be delivered remotely even after a return to in-person learning is possible.

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Effect of in-class group clicker-quiz competition on student final exam performance

Cited by 8 publications

References 21 publications

Use of Kahoot for Assessment in Chemistry Education: A Comparative Study

Use of Kahoot for Assessment in Chemistry Education: A Comparative Study

Combined effect of different teaching strategies on student performance in a large-enrollment undergraduate health sciences course

We’re Not Sure We Like It but We Still Want More: Trainee and Faculty Perceptions of Remote Learning During the COVID-19 Pandemic

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