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USING RESPONSE CARDS TO INCREASE STUDENT PARTICIPATION IN AN ELEMENTARY CLASSROOM
Author(s) -
Narayan Janani S.,
Heward William L.,
Gardner Ralph,
Courson Frances H.,
Omness Christine K.
Publication year - 1990
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.1990.23-483
Subject(s) - psychology , raising (metalworking) , multiple baseline design , audience response , mathematics education , class (philosophy) , computer science , geometry , mathematics , artificial intelligence , psychiatry , intervention (counseling) , operating system
The use of response cards during large‐group social studies instruction was evaluated in a fourth‐grade classroom. The experiment consisted of two conditions, hand raising and write‐on response cards, alternated in an ABAB design. During baseline, the teacher called upon 1 student who had raised his or her hand in response to the teacher's question. During the response‐card condition, each student in the class was provided with a white laminated board on which to write one‐ or two‐word answers in response to each question asked by the teacher. Rate of active student response during instruction was much higher with response cards than with hand raising. Most students scored higher on daily quizzes following sessions in which response cards were used than they did on quizzes that followed hand‐raising sessions. Response cards were preferred over hand raising by 19 of the 20 students in the class.