Wednesday, November 10
10:35-10:55 AM
EST
Room 3

The Impact of Text Message Quizzing on Course Performance in General Chemistry

Full Paper: Journal (Live Presentation) ID: 59418
  1. aaa
    Christopher Devers
    Johns Hopkins University
  2. Erin Devers
    Indiana Wesleyan University
  3. aaa
    Alexandra Alayan
    Colorado State University
  4. Shawnie Echeverry
    Johns Hopkins University
  5. Allison Uros-Yarid
    Johns Hopkins University
  6. John Robertson
    Johns Hopkins University
  7. Zach Baquet
    Johns Hopkins University
  8. aaa
    Shayla Heavner
    Johns Hopkins University
  9. Rudy Ruiz
    Johns Hopkins University
  10. Paul Miller
    Johns Hopkins University
  11. Nina Ho
    Harvard University
  12. Kate Davis
    Johns Hopkins University
  13. Abigail Johnson
    Indiana Wesleyan University
  14. Christian Deeter
    Indiana Wesleyan University
  15. Steven Tripp
    Indiana Wesleyan University
  16. Stephen Leonard
    Indiana Wesleyan University

Abstract: Study techniques that students report using are often ineffective. In this project, text messaging supported students utilizing evidence-based approaches -- low-stakes practice testing, distributed practice, and interleaved practice. Students enrolled in an undergraduate general chemistry course were divided into two groups through matched random assignment. Both participation and performance in the text messaging quizzes correlated to performance in the course. Specifically, performance and participation in the text messaging quizzes, along with class participation, accounted for 67% of the variability in the overall final grades.

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