Efficacy of Personal Response Systems (“Clickers”) in Large, Introductory Psychology Classes

Beth Morling · Meghan D. McAuliffe · Lawrence H. Cohen · Thomas M. DiLorenzo

151 citations0/0 files storedTeaching of Psychology

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Innovative Teaching Methods Evaluation of Teaching Practices Innovations in Educational Methods

Abstract

Four sections of introductory psychology participated in a test of personal response systems (commonly called “clickers”). Two sections used clickers to answer multiple-choice quiz questions for extra credit; 2 sections did not. Even though we used clickers very minimally (mainly to administer quizzes and give immediate feedback in class), their use had a small, positive effect on exam scores. On anonymous course evaluations, students in 1 clicker section reported that regular attendance was more important, but otherwise, students in clicker sections (compared to traditional sections) did not report feeling significantly more engaged during class. We suggest that future researchers might combine clicker technology with other, established pedagogical techniques.

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References

1977Telling more than we can know: Verbal reports on mental processes.1998Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses 2004Increasing interactivity in lectures using an electronic voting system 2005Transforming student learning with classroom communication systems 2006The ‘Millionaire’ method for encouraging participation 2004Clickers in the Classroom: How to Enhance Science Teaching Using Classroom Response Systems

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2012Clickers in the Classroom 2008Questioning as an instructional method: Does it affect learning from lectures?2009Evidence for teaching practice: The impact of clickers in a large classroom environment 2010Using Student Response Systems (“Clickers”) to Combat Conformity and Shyness 2013Effectiveness of clickers: Effect of feedback and the timing of questions on learning 2020Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance 2011

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