(Journal Article) Diane M. Bunce at al... creator text USA :American Chemical Society ,May 2023 monographic eng

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1751-1762p. Abstract- 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. ***______{For Hard Copy, Please visit Library.}________*** First-Year Undergraduate General Chemical Education Research Problem Solving/Decision Making Learning Theories Professional Development Student-Centered Learning 540.7 0021-9584 RIEBPL Library https://doi.org/10.1021/acs.jchemed.2c00928 https://doi.org/10.1021/acs.jchemed.2c00928 231020 20231020124138.0