Dissertations and Theses @ UNI

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Open Access Thesis

Keywords

Student response systems--Middle West--Psychological aspects; Memory; Middle West; Academic theses;

Abstract

This quasi-experimental study examines the direct effect of using clickers on students' retention. Clickers were used to question students during lecture and the level of retention was compared to another class in which participation did not involve clickers and responses were given voluntarily and verbally. The participants were 97 undergraduate Teacher-Education majors from two intact classes in a Midwestern university. Everything, except for the usage of clickers between the two classes was held constant. An unexpected quiz on the content taught in class was administered a week after the lecture in both classes to compare the students' ability to retain the information taught. This study also contains an attitudinal survey on likability of using clickers by the students. The quiz results indicate that there was no statistically significant difference between the retention levels of the two groups. It was concluded that when all other conditions were the same between the two classes, clicker usage did not have any effects on better learning the content of a lecture. Furthermore, no relationship was found between individuals' quiz results and their affection for using clickers.

Year of Submission

2011

Degree Name

Master of Arts

Department

Department of Curriculum and Instruction

First Advisor

Leigh Zeitz

Second Advisor

Andrew Gilpin

Third Advisor

Anthony Gabriele

Comments

If you are the rightful copyright holder of this thesis and wish to have it removed from the Open Access Collection, please submit a request to [email protected] and include clear identification of the work, preferably with URL.

Date Original

2011

Object Description

1 PDF file (52 leaves)

Language

en

File Format

application/pdf

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