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Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?
Author(s) -
Yourstone Steven A.,
Kraye Howard S.,
Albaum Gerald
Publication year - 2008
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/j.1540-4609.2007.00166.x
Subject(s) - clicker , mathematics education , computer science , test (biology) , learning management , educational technology , significant difference , psychology , multimedia , mathematics , statistics , paleontology , biology
A number of studies have focused on how students and instructors feel about digital learning technologies. This research is focused on the substantive difference in learning outcomes between traditional classrooms and classrooms using clickers. A randomized block experimental design involving four sections of undergraduate Operations Management classes was used to determine if clicker systems increase student learning of both quantitative and conceptual material in Operations Management. Learning was measured using the difference between the scores on an entrance examination and the final examination. The findings of this research provide evidence that the use of immediate feedback using a technology like clickers can have a positive impact on student learning as measured by test scores.