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dc.contributor.author | Reyneke, Fransonet![]() |
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dc.contributor.author | Fletcher, Lizelle![]() |
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dc.contributor.author | Harding, Ansie![]() |
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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 |