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Effectiveness of Personal Response Systems as a Classroom Technology Tool at Clemson University
Unformatted Document Text:  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. 2

Authors: Ainuson, Kweku.
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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.
2


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