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<p>Response cards (RC) and guided notes (GN) are two strategies aimed at increasing active student responding in group settings, and both have been shown to be efficacious for K-12 students. The application of RC and GN with college students has also been evaluated, albeit less. More research is needed to identify the conditions in which they reliably increase quiz scores. We implemented RC and GN in two sections of an undergraduate special education course. Using an alternating treatments design, we analyzed the effects of RC and GN on university students’ quiz scores. For both sections, RC consistently increased quiz scores, whereas quiz scores during the GN condition were comparable to baseline. Overall, the average of the mean quiz scores increased by approximately 15% when RC were implemented during the lecture. The results were statistically significant too. We also measured students’ preference for these interventions and found that students preferred RC. Limitations and areas for future research are also discussed.</p>

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A Comparison of Response Cards and Guided Notes with College Students

  • 期刊论文

  • 发表日期：

    2025年10月31日

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  • Emily S. L. Curiel,
  • Melissa A. Rajter,
  • Jessica Gomez-Alonso,
  • Meagan E. Walsh

摘要

Response cards (RC) and guided notes (GN) are two strategies aimed at increasing active student responding in group settings, and both have been shown to be efficacious for K-12 students. The application of RC and GN with college students has also been evaluated, albeit less. More research is needed to identify the conditions in which they reliably increase quiz scores. We implemented RC and GN in two sections of an undergraduate special education course. Using an alternating treatments design, we analyzed the effects of RC and GN on university students’ quiz scores. For both sections, RC consistently increased quiz scores, whereas quiz scores during the GN condition were comparable to baseline. Overall, the average of the mean quiz scores increased by approximately 15% when RC were implemented during the lecture. The results were statistically significant too. We also measured students’ preference for these interventions and found that students preferred RC. Limitations and areas for future research are also discussed.