EFFECTS OF RESPONSE CARDS DURING LESSON CLOSURE ON THE ACADEMIC PERFORMANCE OF SECONDARY STUDENTS IN AN EARTH SCIENCE COURSE

This study evaluated the effects of two review techniques on secondary students' recall of science lesson content: (a) an active review condition in which students used response cards to answer questions, and (b) a passive review condition in which students looked and listened while the teacher...

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Bibliographic Details
Published in:	Journal of applied behavior analysis Vol. 29; no. 3; pp. 403 - 406
Main Authors:	Cavanaugh, Rodney A., Heward, William L., Donelson, Fred
Format:	Journal Article
Language:	English
Published:	Oxford, UK Blackwell Publishing Ltd 1996 Society for the Experimental Analysis of Behavior
Subjects:	Academic Achievement academic behavior Achievement Adolescent Attention Behavior Behavior Disorders Biological and medical sciences Child Child Behavior Disorders - psychology Child Behavior Disorders - therapy Classroom Techniques Curriculum Earth Science education Education of Intellectually Disabled Educational psychology Female Fundamental and applied biological sciences. Psychology group instruction Humans Instructional Effectiveness Large Group Instruction Learning Disabilities Learning Disorders - psychology Learning Disorders - therapy Male Mental Recall Mental Retardation Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychopedagogics. Didactics Questioning Techniques Recall Recall (Psychology) Remedial Teaching Response Cards Responses Retention (Psychology) Review (Reexamination) Science - education Secondary Education Secondary school students Student Participation Student Reaction Students teaching Human Learning Grammar school Acquisition process Education Sciences Adolescent Educational schedule Technique Comparative study
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Summary:	This study evaluated the effects of two review techniques on secondary students' recall of science lesson content: (a) an active review condition in which students used response cards to answer questions, and (b) a passive review condition in which students looked and listened while the teacher projected and read key lesson points. Scores on next‐day and weekly tests were higher on lesson content reviewed with response cards.
Bibliography:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23
ISSN:	0021-8855 1938-3703
DOI:	10.1901/jaba.1996.29-403