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Comparing Experimental Results: Student's t-Test01:09

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Related Experiment Video

Updated: Jun 12, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Does displaying the class results affect student discussion during peer instruction?

Kathryn E Perez1, Eric A Strauss, Nicholas Downey

  • 1Department of Biology, University of Wisconsin at La Crosse, 54601, USA. perez.kath@uwlax.edu <perez.kath@uwlax.edu>

CBE Life Sciences Education
|June 3, 2010
PubMed
Summary

Showing students class responses on personal response systems (clickers) biases their answers. Students were 30% more likely to change their vote after seeing the most common response, potentially overstating learning gains.

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Last Updated: Jun 12, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Published on: September 11, 2021

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Educational Technology
  • Cognitive Psychology
  • Biology Education

Background:

  • Personal response systems, or clickers, are widely used in college classrooms to enhance engagement.
  • While clickers can foster discussion, their impact on student performance may be overestimated.
  • A common pedagogical approach involves displaying response data before a second student vote.

Purpose of the Study:

  • To investigate whether displaying aggregate student responses influences subsequent individual responses.
  • To determine if this influence differs between question types (e.g., multiple-choice, true/false).

Main Methods:

  • An introductory biology course implemented a controlled experiment.
  • Students in some sections viewed a bar graph of class responses before re-voting.
  • Control sections discussed questions without viewing aggregate data.

Main Results:

  • Students who saw the response distribution were 30% more likely to switch their vote to the majority response.
  • This bias was more pronounced for true/false questions (38% switch rate) than multiple-choice questions (28% switch rate).

Conclusions:

  • Visualizing aggregate responses can bias individual student voting behavior.
  • Observed shifts in responses may not solely reflect enhanced understanding from discussion.
  • Educators should be cautious about interpreting response changes as direct measures of learning gains.