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Improving Student Learning in Large Lecture Classes at a State University via the Use of Electronic Response Systems and Two Different Questioning Strategies

Title: Improving Student Learning in Large Lecture Classes at a State University via the Use of Electronic Response Systems and Two Different Questioning Strategies.
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Name(s): Barber, Kimberly A., author
Reiser, Robert, professor directing dissertation
McDowell, Stephen, university representative
Shute, Valerie, committee member
Roehrig, Alysia, committee member
Department of Educational Psychology and Learning Systems, degree granting department
Florida State University, degree granting institution
Type of Resource: text
Genre: Text
Issuance: monographic
Date Issued: 2013
Publisher: Florida State University
Place of Publication: Tallahassee, Florida
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The purpose of this study was to compare the effects of a no peer-discussion strategy and a peer discussion strategy on student learning and attitudes in two large lecture sections of an undergraduate macroeconomics class using informal dyads and a combination of traditional and Think-Pair-Share questions. Random assignment was used to determine the experimental and control sections. Each section contained more than 400 subjects, comprised predominantly of freshmen and sophomore students from across a wide variety of disciplines. Dependent variable one, student learning, was subdivided into four dependent variables and categorized according to Bloom's (1956) taxonomy for additional analysis. Dependent variable two, student attitude, was measured by a survey that assessed four different factors. The results for the student learning variable did not support the hypothesis that students in the peer discussion group would have higher test scores. The hypothesis that the predicted increased student attitudes in the peer discussion group was only partially supported. However, survey reliability was very low, thereby reducing the value of the finding. The importance of classroom management and structure emerged as an overall factor to consider when developing instructional strategies that include the use of informal dyads and peer discussion in large lecture classes.
Identifier: FSU_migr_etd-7287 (IID)
Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy.
Degree Awarded: Spring Semester, 2013.
Date of Defense: January 31, 2013.
Keywords: Bloom, clicker, instructional strategies, peer discussion
Bibliography Note: Includes bibliographical references.
Advisory Committee: Robert Reiser, Professor Directing Dissertation; Stephen McDowell, University Representative; Valerie Shute, Committee Member; Alysia Roehrig, Committee Member.
Subject(s): Educational psychology
Persistent Link to This Record: http://purl.flvc.org/fsu/fd/FSU_migr_etd-7287
Owner Institution: FSU

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Barber, K. A. (2013). Improving Student Learning in Large Lecture Classes at a State University via the Use of Electronic Response Systems and Two Different Questioning Strategies. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-7287