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Abstract Title: Examining the Effectiveness of Clickers on Student Learning by Tracking Student Responses
Abstract: Clickers have been used for a number of years to help create active learning environments in the lecture classroom [1,2].  Researchers have shown that clickers stimulate student-student and student-lecturer interaction.  In addition, students value the use of clickers and feel that these devices contribute to their understanding [3].  Unfortunately, there are few research studies focusing on how knowledge is enhanced through their use.
To contribute to this body of research, we compared student responses on exam questions to similar or identical clicker questions presented during lecture.    Analysis of the responses to clicker and exam questions show how individual student knowledge evolves during instruction.  Although there is evidence of improvement during lecture, our results indicate that many students struggled when the questions were posed on exams.  In this poster, we present the findings from this study and discuss how open-ended questions and interviews allow us to better understand how clickers are affecting our instructional environment.

supported by NSF Grant #DUE-0618128
[1] N. W. Reay, L. Bao, P. Li, R. Warnakulasooriya, and G. Baugh, "Toward the effective use of voting machines in physics lectures," Am. J. Phys., Vol. 73, No. 6, 554-558 (2005).
[2] N. W. Reay, P. Li, L. Bao, "Testing a New Voting MachineQuestion Methodology," Am. J. Phys., Vol. 76, No. 2, 171-178 (2008).
[3] I. D. Beatty, W. J. Gerace, W. J. Leonard, and R. J. Dufresne, "Designing effective questions for classroom response system teaching," Am. J. Phys. Vol. 74, No. 1, 31-39 (2006).
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Erica P. Watkins
Chicago State University
Dept. of Chemistry and Physics
9501 S. King Drive - SCI 232
Chicago, IL 60640
Phone: 773-995-2172
Fax: 773-995-3809
Co-Author(s)
and Co-Presenter(s)
Mel S. Sabella