Engaging Reflective Thinking During and Exam: Slowing Students Down on Multiple Choice Questions Increases Performance
Joss Ives – UBC Vancouver
Jared Stang – UBC Vancouver
We examine the implications of dual processing theory (fast, reflexive vs slow, reflective thinking) in the context of multiple-choice questions on physics exams by including an “Explain your answer” box. We observe statistically significant increases in the odds of a student answering the corresponding question correctly when having to self-explain.