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Related Experiment Videos

Using response cards to increase student participation in an elementary classroom.

J S Narayan1, W L Heward, R Gardner

  • 1The Ohio State University.

Journal of Applied Behavior Analysis
|January 1, 1990
PubMed
Summary

Response cards significantly increased student engagement and improved quiz scores in fourth-grade social studies compared to traditional hand raising. This active learning strategy was overwhelmingly preferred by students.

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Area of Science:

  • Educational Psychology
  • Classroom Technology Integration

Background:

  • Traditional classroom participation methods like hand raising can limit active engagement.
  • Assessing student understanding in real-time during large-group instruction presents a challenge.

Purpose of the Study:

  • To evaluate the effectiveness of write-on response cards compared to hand raising in a fourth-grade social studies setting.
  • To measure the impact of response cards on active student response rates and academic performance.

Main Methods:

  • An alternating ABAB design was used, comparing hand raising (A) with write-on response cards (B).
  • Active response rates and daily quiz scores were recorded for both conditions.
  • Student preference for each method was surveyed.

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Main Results:

  • Active student response rates were substantially higher with response cards than with hand raising.
  • Students generally scored higher on quizzes following response card instruction.
  • Nineteen out of twenty students preferred response cards over hand raising.

Conclusions:

  • Write-on response cards are an effective tool for increasing student engagement and improving learning outcomes in social studies.
  • This active learning strategy offers a superior alternative to traditional hand raising for real-time assessment and participation.