ERIC Number: EJ1063413
Record Type: Journal
Publication Date: 2008-Jan
Abstractor: As Provided
Reference Count: N/A
Classroom Questioning with Immediate Electronic Response: Do Clickers Improve Learning?
Yourstone, Steven A.; Kraye, Howard S.; Albaum, Gerald
Decision Sciences Journal of Innovative Education, v6 n1 p75-88 Jan 2008
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.
Descriptors: Audience Response Systems, Management Development, Business Administration Education, Statistical Analysis, Outcomes of Education, Learning Processes, Exit Examinations, Concept Formation, Scores, Tests, Feedback (Response), Classroom Techniques, Undergraduate Students
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A