A study was conducted at an urban Title I high school in Southern California to explore the effects of clickers on student learning in a chemistry classroom. The study used a teaching strategy that placed students into groups of four to give them the opportunity to participate in active learning. While participating in active learning, the teacher used a 4–5 item multiple-choice assessment that utilized the question-cycle approach which required students to discuss the question, review and revisit the content before entering responses into individual clickers. Quantitative data was analyzed via an ANCOVA. Results suggest that there is not a relationship between students learning and the use of clickers, per end of unit test. However, when looking at a subgroup of lower performing students (those who had not yet passed the high school exit exam), results suggest that students in the treatment group who used clickers in the question-cycle strategy scored significantly higher on the end of unit test.
|Commitee:||Gomez-Zwiep, Susan, Kisiel, Jim|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 54/05M(E), Masters Abstracts International|
|Subjects:||Educational technology, Science education|
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