Abstract
This study evaluates the effectiveness of an intervention of formative
assessments with a clicker-based technology on anxiety and academic
performance. We use a randomized experiment in physics education in one
school in Dutch secondary education. For treated students, the formative
assessments are operationalized through quizzing at the end of each
physics class, where clickers enable students to respond to questions.
Control students do not receive these assessments and do not use
clickers, but apart from that, the classes they attend are similar.
Findings from multilevel regressions indicate that the formative
assessments significantly reduce anxiety in physics and improve academic
performance in physics in comparison with traditional teaching.
Furthermore, a mediation effect of anxiety in physics on academic
performance is observed. In sum, this implies that an easy to implement
technique of formative assessments can make students feel more at ease,
which contributes to better educational performance.
Original language | English |
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Pages (from-to) | 233-249 |
Number of pages | 17 |
Journal | Research in Science Education |
Volume | 51 |
Issue number | SUPPL 1 |
Early online date | 1 May 2019 |
DOIs | |
Publication status | Published - Sept 2021 |
Keywords
- Academic performance
- Anxiety
- Clicker devices
- Formative assessment
- Physics
- Secondary education
- AUDIENCE RESPONSE SYSTEMS
- SCHOOL
- CLASSROOM
- METACOGNITION
- STUDENT PERFORMANCE
- CLICKERS
- TECHNOLOGIES
- RETRIEVAL PRACTICE
- ENGAGEMENT
- SCIENCE