Abstract
Guided notes and response cards have individually been found effective at increasing student performance and active participation, however, no known studies have compared the effects of response cards with the effects of guided notes to determine if one is more effective than the other at increasing student performance and on-task behavior. In order to evaluate the efficacy of these two teaching methods, two different teaching conditions were examined: guided notes and response cards for in-lecture review. An alternating treatments design was used to evaluate the effects of these two conditions on post-lecture quiz scores, competing academic behaviors and academic responding in two university level behavior analysis courses. The results of this research demonstrated that both guided notes and response cards were effective at maintaining high student academic performance. Guided notes appeared to be more effective at decreasing student's competing academic behaviors while response cards were more preferred by both students and teachers.
| Identifer | oai:union.ndltd.org:USF/oai:scholarcommons.usf.edu:etd-5692 |
| Date | 01 January 2013 |
| Creators | Gonzalez, Viviana |
| Publisher | Scholar Commons |
| Source Sets | University of South Flordia |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Graduate Theses and Dissertations |
| Rights | default |
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