000			02690nam a22002537a 4500
005			20231020124138.0
008			231020b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aDiane M. Bunce at al...
245			_aImpact of Clicker and Confidence Questions on the Metacognition and Performance of Students of Different Achievement Groups in General Chemistry _b (Journal Article)
260			_aUSA _b:American Chemical Society _c,May 2023
300			_a1751-1762p.
490			_aAmerican Chemical Society, Volume 100, Issue 5
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_aFirst-Year Undergraduate
650			_a General Chemical Education
650			_aResearch Problem Solving/Decision Making Learning
650			_a Theories Professional Development Student-Centered Learning
856			_u https://doi.org/10.1021/acs.jchemed.2c00928
942			_cPER
999			_c44543 _d44542