Research has shown that asking conceptually based questions along with a personal response system (clickers) is an effective way of implementing the peer instruction pedagogy. Lecture tutorials are a paper-based method that also incorporates peer instruction. Past research has shown that both methods yield significant learning gains for students in introductory science courses. This study investigated whether using clickers in conjunction with lecture tutorials yields higher student learning gains than using only lecture tutorials. Students from an introductory Earth Science course participated in the study. Course data (exams, quizzes, attendance) and results from the Geoscience Concept Inventory indicated that high-performing students who used only lecture tutorials yielded similar learning gains to those of high-performing students who used both clickers for conceptually based questions and peer instruction lecture tutorials. The results suggest that the addition of clicker-based peer instruction pedagogy to lecture tutorials does not lead to additional learning gains. (Contains 2 tables and 2 figures.)