Accession Number : ADA494106


Title :   Using Clickers in the Classroom to Increase the Level of Student Interaction


Descriptive Note : Professional rept.


Corporate Author : NAVAL POSTGRADUATE SCHOOL MONTEREY CA GRADUATE SCHOOL OF BUSINESS AND PUBLIC POLICY


Personal Author(s) : Prewitt, Robert R ; Oropeza, Katherine B


Full Text : https://apps.dtic.mil/dtic/tr/fulltext/u2/a494106.pdf


Report Date : Dec 2008


Pagination or Media Count : 73


Abstract : Interaction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond and interact with the push of a button. This study looked at educational institutions using CRS, in order to identify the distinctive characteristics that are analyzed to value its effectiveness in a classroom environment. The information collected was examined to gain an understanding of the various uses of CRS to determine if they would be a beneficial addition to resident NPS curriculums. Also, this study employed a posttest-only independent group quasi-experimental design to test the effects of clickers in the classroom. Specifically, clicker use was studied to determine what impact, if any, their use would have on student interaction in the classroom, student engagement, student motivation, perceived teacher immediacy, course liking, and students overall evaluation of the clickers. The findings and implications of this study are discussed.


Descriptors :   *TECHNOLOGY ASSESSMENT , *TRAINING DEVICES , TRAINING MANAGEMENT , TRANSFER OF TRAINING , INTERACTIONS , EDUCATION , FEEDBACK


Subject Categories : Personnel Management and Labor Relations


Distribution Statement : APPROVED FOR PUBLIC RELEASE