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dc.contributor.authorWilloughby, Shannon D.
dc.contributor.authorGustafson, Eric
dc.date.accessioned2016-09-22T15:39:31Z
dc.date.available2016-09-22T15:39:31Z
dc.date.issued2009-02
dc.identifier.citationWilloughby, Shannon D., and Eric Gustafson. “Technology Talks: Clickers and Grading Incentive in the Large Lecture Hall.” American Journal of Physics 77, no. 2 (2009): 180. doi:10.1119/1.3013542.en_US
dc.identifier.issn0002-9505
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/10063
dc.description.abstractTwo sections of an introductory astronomy class were given different grading incentives for clicker participation for two consecutive semesters. In the high stakes classroom points were awarded only for correct answers, in contrast to the low stakes classroom in which points were awarded simply for participating. Self-formed groups of four students each were recorded in both sections several times during the spring 2007 semester and their conversations were transcribed and categorized into nine topics to analyze the variations between the sections. Performance on clicker questions and tendency to block vote were correlated with class grades and gains for the pre- and post-test scores on the Astronomy Diagnostic Test.en_US
dc.titleTechnology talks: clickers and grading incentive in the large lecture hallen_US
dc.typeArticleen_US
mus.citation.extentfirstpage180en_US
mus.citation.extentlastpage183en_US
mus.citation.issue2en_US
mus.citation.journaltitleAmerican Journal of Physicsen_US
mus.citation.volume77en_US
mus.identifier.categoryPhysics & Mathematicsen_US
mus.identifier.categorySocial Sciencesen_US
mus.identifier.doi10.1119/1.3013542en_US
mus.relation.collegeCollege of Letters & Scienceen_US
mus.relation.departmentPhysics.en_US
mus.relation.universityMontana State University - Bozemanen_US
mus.data.thumbpage5en_US


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