Impact of Clicker and Confidence Questions on the Metacognition and Performance of Students of Different Achievement Groups in General Chemistry (Record no. 44543)
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| fixed length control field | 02690nam a22002537a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20231020124138.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 231020b ||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER | |
| ISSN | 0021-9584 |
| 037 ## - SOURCE OF ACQUISITION | |
| Source of stock number/acquisition | RIEBPL Library |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 540.7 |
| 100 ## - MAIN ENTRY--AUTHOR NAME | |
| Personal name | Diane M. Bunce at al... |
| 245 ## - TITLE STATEMENT | |
| Title | Impact of Clicker and Confidence Questions on the Metacognition and Performance of Students of Different Achievement Groups in General Chemistry |
| Remainder of title | (Journal Article) |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication | USA |
| Name of publisher | :American Chemical Society |
| Year of publication | ,May 2023 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Number of Pages | 1751-1762p. |
| 490 ## - SERIES STATEMENT | |
| Series statement | American Chemical Society, Volume 100, Issue 5 |
| 505 ## - FORMATTED CONTENTS NOTE | |
| Formatted contents note | ***______{For Hard Copy, Please visit Library.}________*** |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Abstract-<br/><br/>This research is a large study over an extended period of time involving hundreds of general chemistry students and multiple instructors at the US Naval Academy. The purpose was to investigate whether a combination of clicker content and confidence questions would improve the performance and metacognition of students of different achievement groups (top, middle, bottom). Results showed no statistical difference in exam achievement between students who used clickers and those who did not when other active teaching methods were employed in both groups. Within the clicker participants, statistical differences in confidence on clicker questions were found by student achievement group, question type (algorithmic and conceptual), and question difficulty for both semesters of general chemistry. Students in the top achievement group were the most confident. All students were more confident on algorithmic and easy questions, though a significant interaction was found between question type and difficulty in the second semester. Metacognition was measured by calibration (confidence when the answer is correct or lack of confidence when incorrect). Overall, students of all achievement groups were well calibrated with students in the top group being confident in correct answers and students in the bottom group nonconfident with incorrect answers. Students in the middle group displayed calibration between those of the top and bottom groups. Evidence of calibration for middle and bottom students may indicate the beginning of metacognitive awareness. A positive trend was found in student perceived value of confidence questions over the two semesters of general chemistry.<br/><br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | First-Year Undergraduate |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | General Chemical Education |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Research Problem Solving/Decision Making Learning |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical Term | Theories Professional Development Student-Centered Learning |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | https://doi.org/10.1021/acs.jchemed.2c00928 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Periodicals |
| Lost status | Damaged status | Home library | Current library | Date acquired | Full call number | Koha item type |
|---|---|---|---|---|---|---|
| RIE BPL Library | RIE BPL Library | 20.10.2023 | 540.7 | Periodicals |