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

  1. Christopher Devers, Johns Hopkins University, United States
  2. Erin Devers, Indiana Wesleyan University, United States
  3. Alexandra Alayan, Colorado State University, United States
  4. Shawnie Echeverry, Johns Hopkins University, United States
  5. Allison Uros-Yarid, Johns Hopkins University, United States
  6. John Robertson, Johns Hopkins University, United States
  7. Zach Baquet, Johns Hopkins University, United States
  8. Shayla Heavner, Johns Hopkins University, United States
  9. Rudy Ruiz, Johns Hopkins University, United States
  10. Paul Miller, Johns Hopkins University, United States
  11. Nina Ho, Harvard University, United States
  12. Kate Davis, Johns Hopkins University, United States
  13. Abigail Johnson, Indiana Wesleyan University, United States
  14. Christian Deeter, Indiana Wesleyan University, United States
  15. Steven Tripp, Indiana Wesleyan University, United States
  16. Stephen Leonard, Indiana Wesleyan University, United States
Wednesday, November 10 10:35-10:55 AM Room 3

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.