%0 Journal Article
%T The Effect of Performance Feedback on Student Help-Seeking and Learning Strategy Use: Do Clickers Make a Difference?
%A Debra L. Dawson
%A Ken N. Meadows
%A Tom Haffie
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2010
%I Society for Teaching and Learning in Higher Education
%X Two studies were performed to investigate the impact of students¡¯ clicker performance feedback on their help-seeking behaviour and use of other learning strategies. In study 1, we investigated the relationship between students¡¯ clicker performance, self-efficacy, help-seeking behavior, and academic achievement. We found that there was a significant positive correlation between their clicker performance and their course grades, and help-seeking behavior was negatively and significantly related to clicker and course performance but only for participants with high self-efficacy. In study 2, we expanded our focus to determine if participants modified a number of learning strategies as a result of receiving clicker performance feedback as well as attempting to replicate the clicker-course performance relationship found in study 1. Although participants reported an increase in their use of various learning strategies as a result of using the clickers, changes in learning strategy use was not significantly related to clicker or term test performance. The relationship between clicker and course performance was replicated. The results suggest that clicker-based feedback alone may not be sufficient to lead to a successful change in learning strategy use and that students may need more specific instruction on self-regulation and effective learning strategy use in order to improve their learning.Deux ¨¦tudes ont ¨¦valu¨¦ l¡¯impact de la r¨¦troaction sur la performance des ¨¦tudiants indiqu¨¦e par t¨¦l¨¦voteur sur leur comportement de recherche d¡¯aide et sur les autres strat¨¦gies d¡¯apprentissage utilis¨¦es. Dans la premi¨¨re ¨¦tude, les chercheurs se sont pench¨¦s sur la relation entre la performance indiqu¨¦e par t¨¦l¨¦voteur, le sentiment d¡¯auto-efficacit¨¦, la recherche d¡¯aide et la r¨¦ussite scolaire. Nous avons trouv¨¦ une corr¨¦lation positive significative entre la performance indiqu¨¦e par t¨¦l¨¦voteur et les notes de cours. De plus, nous avons ¨¦galement d¨¦couvert un lien n¨¦gatif significatif entre le comportement en mati¨¨re de recherche d¡¯aide, le t¨¦l¨¦voteur et la performance dans le cours, mais uniquement chez les participants ayant un sentiment d¡¯auto-efficacit¨¦ ¨¦lev¨¦. Dans la deuxi¨¨me ¨¦tude, nous avons ¨¦largi notre approche pour d¨¦terminer si les participants avaient modifi¨¦ plusieurs strat¨¦gies d¡¯apprentissage apr¨¨s avoir obtenu une r¨¦troaction sur leur performance par t¨¦l¨¦voteur. Nous avons de plus tent¨¦ de r¨¦pliquer la relation entre le t¨¦l¨¦voteur et la performance dans cours d¨¦couverte lors de la premi¨¨re ¨¦tude. Bien que les participants aient d¨¦clar¨¦ avoir utilis¨¦ davanta
%K clickers
%K active learning
%K learning strategies
%K help-seeking
%K academic achievement
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/6