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Effects of response cards during lesson closure on the academic performance of secondary students in an earth science
R A Cavanaugh1, W L Heward, F Donelson
1State University of New York, Plattsburgh, New York 12901-2681, USA. cavanara@splava.cc.plattsburgh.edu
Journal of Applied Behavior Analysis
|January 1, 1996
Abstract:
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.