Clickers in a First Statistics Course

2011 ◽  
pp. 195-225
Author(s):  
Alice Marion Richardson
Keyword(s):  
Student Outcomes ◽  
Meta Analysis ◽  
Multiple Choice ◽  
Student Response ◽  
Concept Inventory ◽  
Introductory Statistics ◽  
Student Response System ◽  
Face To Face ◽  
Response System ◽  
Statistics Course

This chapter reports on a three-year project to study to improve student outcomes in an introductory statistics course. Collaboration with a language expert led to the introduction of a variety of student-centred activities during the course. Some were online such as matching terms to definitions and multiple choice quizzes. Some were face-to-face such as the introduction of a student response system (commonly known as clickers). Results show a small but significant increase in grades following the introduction of these two interventions. A meta-analysis of research into the use of clickers was also conducted. This shows a small but significant increase in exam marks for students who used clickers in class. A Statistics Concept Inventory (SCI) was also used to assess students’ understanding of the course concepts. The usefulness of the SCI was partially supported, as many questions were better answered by more able students. The SCI was also used to assess retention from one semester to another. Again, the usefulness of the SCI is partially supported, in that students who remembered more of their introductory statistics study did better in a second statistics course.

scholarly journals Inverting a non-major’s biology class: Using video lectures, online resources, and a student response system to facilitate deeper learning

2014 ◽  
pp. 31-39 ◽  
Author(s):  
Jayson Elliott Lloyd
Keyword(s):  
Student Performance ◽  
Goodness Of Fit ◽  
Student Response ◽  
Online Resources ◽  
Student Response System ◽  
Final Exam ◽  
Face To Face ◽  
Biology Class ◽  
Response System ◽  
Video Lectures

Using pre-recorded video lectures, online resources, and a student response system (iClicker), instructors attempted to facilitate deeper learning in a non-major’s biology class. Following an inverted classroom format, students viewed lecture videos and completed online activities prior to face-to-face meetings with instructors. During face-to-face (traditional “lecture”) time, instructors tested student knowledge and guided students in group activities. Using a quasi-experimental design, researchers compared student performance on a comprehensive final exam with student performance from a previous semester. An independent sample t test indicated that students engaged in the inverted instructional model (N = 73, M = 74.49, SD = 12.54) performed better than students engaged in a traditionally model of instruction (N = 76, M = 70.32, SD = 12.19), t(147) = 2.06, p = 0.02. The effect size for this analysis (d = 0.33) represents a small effect according to Cohen (1988). Researchers also performed a chi-square test of goodness-of-fit to determine if grade distributions from the inverted model differed from the traditional model. Grade distributions from the inverted model were significantly different, X2 (5, N=100) = 24.85, p < .05. 

“Dump the paper quiz”—The PERI model for exploring gamification in student learning in the United Arab Emirates

2021 ◽  
pp. 095042222110550
Author(s):  
Naveed Yasin ◽  
Sayed Abdul Majid Gilani ◽  
Gayatri Nair
Keyword(s):  
Student Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
Student Response ◽  
Student Response System ◽  
Technology Enhanced Learning ◽  
Response System ◽  
Qualitative Thematic Analysis ◽  
Template Analysis ◽  
Depth Analysis

This paper explores the effects of gamification (a game-based student response system) on student learning in the United Arab Emirates (UAE). The data, collected through a series of semi-structured in-depth interviews with 32 learners, were analyzed using qualitative thematic analysis (i.e., template analysis). Based on an in-depth analysis of the data using NVIVO 10, the authors propose and apply the “PERI” model to develop multi-focal insights into gamification and its influences on student learning. The model proposed is original and comprehensive, encompassing (1) Preferabilities (P), (2) Experiences (E), (3) Recommendations (R), and (4) Impressions (I). Although most of the findings were positive with regard to application and receptivity across all dimensions of the PERI model for the gamification tool—a game-based student response system (GSRS) used for delivering education—they also reveal areas in need of development for the successful embedding of gamifying technology–enhanced learning provisions and their efficacy in teaching and learning pedagogy. The conclusions of this study outline implications for educators, students, education leaders, and gamification product developers.

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

EXPERIENCE WITH STUDENT RESPONSE SYSTEM FOR INCREASING MOTIVATION, AND LEARNING IN CLASSES

2021 ◽  
Author(s):  
Jorge Feijoo ◽  
Leticia Pérez ◽  
Rocio Maceiras ◽  
Víctor Alfonsín ◽  
José Luis Salgueiro
Keyword(s):  
Student Response ◽  
Student Response System ◽  
Response System ◽  
Motivation And Learning

INTERVENTIONS ON LEARNING, STIMULATED BY THE USE OF TEXT-BASED STUDENT RESPONSE SYSTEM

2016 ◽  
Author(s):  
Trond Morten Thorseth ◽  
Karen Birgitte Dille ◽  
George Adrian Stoica ◽  
Magnus Strøm Kahrs
Keyword(s):  
Student Response ◽  
Student Response System ◽  
Response System
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