A PRELIMINARY ANALYSIS OF THE EFFECTS OF RESPONSE CARDS ON STUDENT PERFORMANCE AND PARTICIPATION IN AN UPPER DIVISION UNIVERSITY COURSE

Abstract

We evaluated the effects of response cards on student quiz scores and participation in an upper division undergraduate course at a small, private university. Results showed that response cards increased both quiz scores and student participation. In addition, a measure of the social validity of the response‐card procedure suggested that students approved of the use of the cards.