Increasing Low-Responding Students’ Participation in Class Discussion

摘要: Students in six sections of a large undergraduate class were asked to record their comments on notecards all course units. Additionally, some units, they received points toward grade based reported discussion. The study was conducted over two-semester period, with slight variation both the recording and crediting procedures across two semesters. primary goal determine effects credit self-recording arrangements initially low-responding students’ subsequent participation discussion (first semester n = 49, second 45). A higher percentage students participating when given for than no awarded. Nonetheless, 39% first 38% did not participate any phase study.