Enhancing a flipped statistics first year course by using QT-clickers

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dc.contributor.author Reyneke, Fransonet
dc.contributor.author Fletcher, Lizelle
dc.contributor.author Harding, Ansie
dc.date.accessioned 2022-05-05T08:23:18Z
dc.date.available 2022-05-05T08:23:18Z
dc.date.issued 2021-04-19
dc.description.abstract This article focuses on the unique contribution of the QT-clicker regarding formative and summative assessment in a large flipped first year statistics module. In this module, the flipped classroom as pedagogical model first substituted the traditional teaching model. QT-clickers were subsequently introduced to enable active and cooperative learning for face-to-face engagement inside the classroom. The various input capabilities of the QT-clicker, providing for the possibility of partial grade crediting, offer a distinguishing advantage. These clickers were initially only used for formative assessment, but soon extended to summative assessment. Two cohorts—2014 (no QT-clickers) and 2017 (with QT-clickers)—were compared. The intervention of using QT-clickers was evaluated along two lines: the pedagogical influence of the QTclicker and the effect of partial grade crediting. Several general linearmodels (GLMs) were fitted to the data to investigate how QT-clicker use is related to the students’ examination performance. The outcome of the GLM models indicates that the association of higher examination marks with QT-clicker use holds for the 2017 cohort with and without partial credit. A qualitative component of the study reports on the student voice testifying to positive experience. en_US
dc.description.department Mathematics and Applied Mathematics en_US
dc.description.department Statistics en_US
dc.description.librarian am2022 en_US
dc.description.sponsorship The National Research Foundation of South Africa en_US
dc.description.uri https://www.tandfonline.com/toc/ujse21/current en_US
dc.description.uri https://www.tandfonline.com/toc/ujse21 en_US
dc.identifier.citation Fransonet Reyneke, Lizelle Fletcher & Ansie Harding (2021) Enhancing a Flipped Statistics First Year Course by Using QT-Clickers, Journal of Statistics and Data Science Education, 29:1, 71-83, DOI: 10.1080/10691898.2021.1895694. en_US
dc.identifier.issn 2693-9169
dc.identifier.other 10.1080/10691898.2021.1895694
dc.identifier.uri https://repository.up.ac.za/handle/2263/85082
dc.language.iso en en_US
dc.publisher Taylor and Francis Group en_US
dc.rights © 2021 The Author(s). Published with license by Taylor and Francis Group, LLC. This is an Open Access article distributed under the terms of the Creative Commons Attribution License. en_US
dc.subject Flipped classroom en_US
dc.subject Formative assessment en_US
dc.subject Partial grading en_US
dc.subject QT-clicker en_US
dc.subject Self-paced polling en_US
dc.subject Summative assessment en_US
dc.title Enhancing a flipped statistics first year course by using QT-clickers en_US
dc.type Article en_US


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