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首页> 外文期刊>Journal of computers in mathematics and science teaching >A Pedagogically Effective Use of an Audience Response System to Increase Outcomes in Mathematics
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A Pedagogically Effective Use of an Audience Response System to Increase Outcomes in Mathematics

机译：在教学上有效地使用观众反应系统来提高数学结果

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摘要

Large foundational courses delivered in lecture halls are disadvantaged in eliciting participation from all students and maintaining engagement throughout the class session. We introduced a question-driven method facilitated by an audience response system, namely TopHatIM, that allows the instructor to engage students in solving Calculus problems across the entire class as well as provide uniform immediate feedback to both the students, and the instructor as an opportunity to reflect and remediate. In Fall 2016, we compared outcomes for students who solved problems facilitated by TopHat1M in one section (041) to those who solved problems using paper in another section (046). Results from statistical tests found the section (041) using a question-driven method facilitated by TopHat™ was associated with statistically significantly improved performance measures resulting in a 4.98% increase in final grades amounting to a halt a letter grade difference, compared to the control section (046) solving problems facilitated with paper. The improvement in performance was driven by statistically significant differences on the homework assignments and midterm examinations in the section (041) using TopHat™. The TopHat™ section (041) also scored higher on the final exam although not statistically significant compared to section (046). Greater performances scores contributed to statistically significant final grade averages.
机译：在演讲厅提供的大型基础课程不利于吸引所有学生的参与，并在整个课堂中保持参与度。我们引入了一种由问题驱动的方法，该方法由受众响应系统TopHatIM促进，该方法使教师可以让学生参与解决整个班级的微积分问题，并为学生和教师提供统一的即时反馈，以此为契机反映和补救。在2016年秋季，我们比较了在一个部分（041）中解决由TopHat1M促进的问题的学生与在另一部分（046）中使用纸解决问题的学生的结果。统计测试的结果发现，使用TopHat™促进的问题驱动方法的第（041）节与统计上显着改善的绩效指标相关，与对照组相比，最终成绩提高了4.98％，从而制止了字母成绩的差异。 （046）节解决了纸上的问题。使用TopHat™进行的作业（041）中的作业和期中考试之间的统计显着差异，推动了绩效的提高。 TopHat™部分（041）在期末考试中的得分也较高，尽管与部分（046）相比没有统计学意义。较高的成绩得分对统计上的最终平均成绩有贡献。

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