Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Child and Family Studies
Kimberly A. Crosland, Ph.D., BCBA-D
Raymond G. Miltenberger, Ph.D., BCBA-D
Rose Iovannone, Ph.D., BCBA-D
Kevin Murdock, Ph.D., BCBA-D
active instruction, effective instruction, multiple-choice questions, opportunities to respond, short answer questions
Instructional design and delivery may be one tool available to teachers to increase the academic and social behaviors of all students in the classroom. Effective instruction is an evidence-based teaching strategy that can be used to efficiently educate our youth across all learning environments. One effective instructional strategy includes increasing students’ opportunities to respond to instructor-posed questions during lectures. Students may respond to questions using a response card system as a way to promote active engagement. This study examined the most common form of instructor-posed questions presented during lecture, recall and recognition questions, to determine the differential effects on students’ academic and participation behavior in a college classroom. Results found no differentiation in students’ academic behavior with respect to question type. Students’ participation behavior was greater when the instructor used class wide active responding procedures than observed in baseline conditions that represented typical college instruction.
Scholar Commons Citation
Singer, Leslie S., "Effects of Interspersing Recall versus Recognition Questions with Response Cards During Lectures on Students' Academic and Participation Behaviors in a College Classroom" (2018). USF Tampa Graduate Theses and Dissertations.