Terrion, J. L., & Aceti, V. (2012). Perceptions of the effects of clicker technology on student learning and engagement: A study of freshmen chemistry students. Research in Learning Technology, 20(2), 1-11. doi: 10.3402/rlt.v20i0.16150.
The authors of this qualitative empirical research article examined the use of clickers, or personal/classroom response systems, and their effectiveness on enhancing student engagement and learning in the classroom. The authors also note the importance of effective implementation by educators of this technology when teaching science.
The participants of this student were 200 college freshmen enrolled in an introductory level chemistry class at the University of Ottawa, where the instructor used eInstruction’s Classroom Performance System software to incorporate the use of clickers and other online tools into lectures. The instructor would present a slide with a question, prompt students to reply with their answer via the clicker, and reveal the correct answer immediately following student responses. The authors collected data for the study via a questionnaire distributed to all students in the class, which asked them to respond to a series of questions including how effective the clickers were, how easy they were to use, how well they were integrated into the lessons, how engaged the students were during class, and how the clickers impacted student learning. Results showed that the clickers contributed significantly to positive student engagement and to learn class material.
The results of this study showed that using technology and specifically the use of clickers, in the classroom contributed to increased student learning and engagement. Educators can use clickers during lecture-based portions of their lessons to keep students engaged and listening, while providing instant feedback on content knowledge.
The authors of this qualitative empirical research article examined the use of clickers, or personal/classroom response systems, and their effectiveness on enhancing student engagement and learning in the classroom. The authors also note the importance of effective implementation by educators of this technology when teaching science.
The participants of this student were 200 college freshmen enrolled in an introductory level chemistry class at the University of Ottawa, where the instructor used eInstruction’s Classroom Performance System software to incorporate the use of clickers and other online tools into lectures. The instructor would present a slide with a question, prompt students to reply with their answer via the clicker, and reveal the correct answer immediately following student responses. The authors collected data for the study via a questionnaire distributed to all students in the class, which asked them to respond to a series of questions including how effective the clickers were, how easy they were to use, how well they were integrated into the lessons, how engaged the students were during class, and how the clickers impacted student learning. Results showed that the clickers contributed significantly to positive student engagement and to learn class material.
The results of this study showed that using technology and specifically the use of clickers, in the classroom contributed to increased student learning and engagement. Educators can use clickers during lecture-based portions of their lessons to keep students engaged and listening, while providing instant feedback on content knowledge.