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Effectiveness of Personal Response Systems as a Classroom Technology Tool at Clemson University

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Abstract:

Recent studies have shown that as university enrollment has risen coupled with decreasing financial resources, the size of classes has increased markedly. This increase in class size has negatively affected student participation and teacher effectiveness in class. Personal response systems, popularly known as clickers have in recent times gained popularity in the classroom as a way of increasing the interaction between students and faculty. The introduction of clickers in the classroom has been with the view to increase class participation and teacher effectiveness. Over the last five years, a lot of studies have concluded that students who interact with one another and the instructor in the classroom learn subjects better, have a high retention rate and are able to apply materials effectively than passive students. Like all technologies, there have been some doubting people as well.
This paper seeks to make two contributions by adding greater clarity to the subject area. It seeks to test the usefulness or otherwise of clickers as a classroom technology tool by measuring the perception of students and faculty who use clickers. First, based on a survey of 370 student and faculty, conclusions are made on the use of clickers in classrooms at Clemson University. Secondly, using a logistic regression analysis, this paper analyses how clickers affect class attendance and exam performance.

Most Common Document Word Stems:

clicker (111), student (108), class (91), use (80), question (49), classroom (45), agre (36), strong (35), disagre (34), answer (31), teacher (29), instructor (27), attent (23), respons (22), teach (22), iclick (22), system (19), concept (19), opinion (19), understand (18), learn (17),

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Cliclers, personal response systems
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Name: APSA Teaching and Learning Conference
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MLA Citation:

Ainuson, Kweku. "Effectiveness of Personal Response Systems as a Classroom Technology Tool at Clemson University" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California, Feb 22, 2008 <Not Available>. 2013-12-15 <http://citation.allacademic.com/meta/p245644_index.html>

APA Citation:

Ainuson, K. , 2008-02-22 "Effectiveness of Personal Response Systems as a Classroom Technology Tool at Clemson University" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, San Jose Marriott, San Jose, California Online <PDF>. 2013-12-15 from http://citation.allacademic.com/meta/p245644_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Recent studies have shown that as university enrollment has risen coupled with decreasing financial resources, the size of classes has increased markedly. This increase in class size has negatively affected student participation and teacher effectiveness in class. Personal response systems, popularly known as clickers have in recent times gained popularity in the classroom as a way of increasing the interaction between students and faculty. The introduction of clickers in the classroom has been with the view to increase class participation and teacher effectiveness. Over the last five years, a lot of studies have concluded that students who interact with one another and the instructor in the classroom learn subjects better, have a high retention rate and are able to apply materials effectively than passive students. Like all technologies, there have been some doubting people as well.
This paper seeks to make two contributions by adding greater clarity to the subject area. It seeks to test the usefulness or otherwise of clickers as a classroom technology tool by measuring the perception of students and faculty who use clickers. First, based on a survey of 370 student and faculty, conclusions are made on the use of clickers in classrooms at Clemson University. Secondly, using a logistic regression analysis, this paper analyses how clickers affect class attendance and exam performance.

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