Abstract
The study examines the effects of randomized credit on the percentage of students participating at four predefined levels. Students recorded their comments on specially designed record cards, and days were randomly selected for participation credit. This arrangement balanced participation across students while cutting instructor time for recording participation in half.
Original language | English |
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Pages (from-to) | 194-214 |
Number of pages | 21 |
Journal | Journal of General Education |
Volume | 60 |
Issue number | 3 |
DOIs | |
State | Published - 2011 |
ASJC Scopus subject areas
- Education