TY - UNPB
T1 - Towards reducing anxiety and increasing performance in physics education: Evidence from a randomized experiment.
AU - Molin, Francois
AU - Cabus, Sofie
AU - Haelermans, Carla
AU - Groot, Wim
PY - 2019/5/2
Y1 - 2019/5/2
N2 - 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 a traditional teaching. Furthermore, a mediation effect of anxiety in physics on academic performance is observed. In sum, this implies that an easily to implement technique of formative assessments can make students feel more at ease, which contributes to better educational performance.
AB - 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 a traditional teaching. Furthermore, a mediation effect of anxiety in physics on academic performance is observed. In sum, this implies that an easily to implement technique of formative assessments can make students feel more at ease, which contributes to better educational performance.
KW - formative assessment
KW - physics
KW - clicker devices
KW - secondary education
KW - anxiety
KW - academic performance
U2 - 10.26481/umaror.2019003
DO - 10.26481/umaror.2019003
M3 - Working paper
T3 - ROA Research Memoranda
BT - Towards reducing anxiety and increasing performance in physics education: Evidence from a randomized experiment.
PB - ROA
CY - Maastricht
ER -