Can Cell Phones Enhance Student Success?
Abstract
Students in science classes have traditionally made paper flash cards to assist them in learning facts of the disciplines. Today's students appear to be perpetually using their cell phones. This interactive presentation demonstrates the implementation and reports the assessment of a project which distributed cell phone flashcards to students in Principles of Chemistry I, Organic Chemistry, Principles of Biology I and Biochemistry over three semesters at GGC. Both qualitative and quantitative assessments were conducted. Student attitudes towards cell phone flashcards were evaluated using an attitudinal survey instrument completed by all students, followed by semi-structured interviews with four volunteer students. Interviews were audio taped, transcribed and evaluated according to an interpretivist theoretical perspective. In addition, a quantitative evaluation of student performance on factual recall questions on the final exams given in the courses is correlated with their self-reported use of the cell phone flash cards on the attitudinal survey.
Location
Room 1909
Recommended Citation
Sauder, Deborah, "Can Cell Phones Enhance Student Success? " (2010). SoTL Commons Conference. 22.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/22
Can Cell Phones Enhance Student Success?
Room 1909
Students in science classes have traditionally made paper flash cards to assist them in learning facts of the disciplines. Today's students appear to be perpetually using their cell phones. This interactive presentation demonstrates the implementation and reports the assessment of a project which distributed cell phone flashcards to students in Principles of Chemistry I, Organic Chemistry, Principles of Biology I and Biochemistry over three semesters at GGC. Both qualitative and quantitative assessments were conducted. Student attitudes towards cell phone flashcards were evaluated using an attitudinal survey instrument completed by all students, followed by semi-structured interviews with four volunteer students. Interviews were audio taped, transcribed and evaluated according to an interpretivist theoretical perspective. In addition, a quantitative evaluation of student performance on factual recall questions on the final exams given in the courses is correlated with their self-reported use of the cell phone flash cards on the attitudinal survey.
