Wednesday, November 4
2:10-2:35 PM
EST
Room 1

Supporting Student Success: Implementing Evidence-Based Approaches using Text Messaging

Full Paper: Journal Live Presentation ID: 58231
  1. aaa
    Christopher Devers
    Johns Hopkins University
  2. Erin Devers
    Indiana Wesleyan University
  3. aaa
    Alexandra Alayan
    Colorado State University
  4. Christian Deeter
    Indiana Wesleyan University
  5. Abigail Johnson
    Indiana Wesleyan University
  6. Shawnie Echeverry
    Johns Hopkins University
  7. Nina Tompkin
    Harvard University
  8. Steven Tripp
    Indiana Wesleyan University
  9. Stephen Leonard
    Indiana Wesleyan University

Abstract: Students often report using ineffective study techniques. This project encouraged practice testing, distributed practice, interleaved practice, and metacognitive accuracy to increase learning in an undergraduate general chemistry course. Overall, the purpose of this project was to use text messaging to support evidence-based study practices. Students were provided 20 questions a week via text message and answered four questions per day (Monday through Friday). Both before and after the exam, students rated how well they thought they performed on the exam. Generally, participating in answering practice questions, the accuracy of their quiz question responses, the ability to gauge one’s knowledge, and class participation were significant predictors of course scores and subsequent chemistry course scores. Therefore, the use of text messaging to support practice testing, distributed practice, interleaved practice, and metacognition is one way to help students improve learning as measured by final course grades.

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