Template-type: ReDif-Paper 1.0
Author-Name: Molin, Francois
Author-workplace-name: RS: FSE TA-TIER, TIER TA
Author-Name: Cabus, Sofie
Author-workplace-name: RS: FSE TA-TIER
Author-Name: Haelermans, Carla
Author-workplace-name: RS: GSBE Theme Learning and Work, Macro, International & Labour Economics, RS: FSE TA-TIER
Author-Name: Groot, Wim
Author-workplace-name: Maastricht Graduate School of Governance, RS: FSE TA-TIER
Title: Towards reducing anxiety and increasing performance in physics education: Evidence from a randomized experiment.
Abstract: This study evaluates the effectiveness of an intervention of formative assessments with a clicker-based technology on anxiety and academic performance. We use a randomized experiment in physics education in one school in Dutch secondary education. For treated students the formative assessments are operationalized through quizzing at the end of each physics class, where clickers enable students to respond to questions. Control students do not receive these assessments and do not use clickers, but apart from that the classes they attend are similar. Findings from multilevel regressions indicate that the formative assessments significantly reduce anxiety in physics, and improve academic performance in physics in comparison with a traditional teaching. Furthermore, a mediation effect of anxiety in physics on academic performance is observed. In sum, this implies that an easily to implement technique of formative assessments can make students feel more at ease, which contributes to better educational performance.
Classification-JEL: i20,i21
Series: ROA Research Memoranda
Creation-Date: 20190502
Number: 003
File-URL: https://cris.maastrichtuniversity.nl/ws/files/33871808/ROA_RM_2019_3.pdf
File-Format: application/pdf
File-Size: 1145395
Handle: Repec:unm:umaror:2019003
DOI: 10.26481/umaror.2019003