The value added effect of using clickers in a graduate research methods and statistics course.
Lydia Kyei-Blankson, Illinois State University, United States ; Elaine Cheesman, University of Colorado at Colorado Springs, United States ; Joseph Blankson, Carle Foundation Hospital, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study investigated the value-added effect of using clickers in classroom instruction. Participants comprised of students enrolled in two introductory graduate level research methods and statistics courses taught by the same instructor. Both classes were offered in the Fall of 2008 and had similar course content and materials. Students in one of the classes were assigned to the experimental condition, using clickers in addition to other pedagogical strategies for instructional delivery. A pre-test post-test design was used to assess gains in student learning outcomes. Students’ perceptions of their learning experience were also examined. On the average, the percentage of students who correctly responded to the clicker questions as class instruction and discussion proceeded changed and the majority of the students indicated that the use of clickers helped them monitor their understanding during the class discussion.
Kyei-Blankson, L., Cheesman, E. & Blankson, J. (2009). The value added effect of using clickers in a graduate research methods and statistics course. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 1947-1952). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).