The “Classroom Ticket” to Concept Retention
Abstract
This session will discuss the results from a mixed method research study designed to determine the effectiveness of the ticket-to-leave strategy for student retention and students' perspective of this strategy. While similar to other end-of-class strategies, this ticket-to-leave strategy is unique because the questions target specific learning objectives by requiring students to write the concepts, verbalize the concept to two students, and listen to two students verbalize the concept. Participants included two education professors and their students over 4-week summer courses and 15-week semester courses. The results of the study indicated that students, when a ticket-to-leave strategy is employed, recall a large percentage of information. This study demonstrates that reviewing material multiple times using different modalities can lead to student retention of key concepts. The objectives of the presentation are to discuss the data from the study and offer recommendations for implementing this strategy.
Location
Room 1908
Recommended Citation
Divoll, Kent and Browning, Sandra, "The “Classroom Ticket” to Concept Retention " (2010). SoTL Commons Conference. 61.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2010/61
The “Classroom Ticket” to Concept Retention
Room 1908
This session will discuss the results from a mixed method research study designed to determine the effectiveness of the ticket-to-leave strategy for student retention and students' perspective of this strategy. While similar to other end-of-class strategies, this ticket-to-leave strategy is unique because the questions target specific learning objectives by requiring students to write the concepts, verbalize the concept to two students, and listen to two students verbalize the concept. Participants included two education professors and their students over 4-week summer courses and 15-week semester courses. The results of the study indicated that students, when a ticket-to-leave strategy is employed, recall a large percentage of information. This study demonstrates that reviewing material multiple times using different modalities can lead to student retention of key concepts. The objectives of the presentation are to discuss the data from the study and offer recommendations for implementing this strategy.
