A lack of research exists regarding clicker effectiveness on nursing students' level of knowledge as evidenced by exam performance. Further research was needed to explore this topic. The null hypothesis of this study was that clickers will not have any effect (p < .05) on nursing students' level of knowledge as evidenced by exam performance. The alternative hypothesis was that clickers will have an effect on nursing students' level of knowledge as evidenced by exam performance. A pretest and posttest design with a comparison group was used to determine a valid association between the independent variable of clickers and the dependent variable of nursing students' level of knowledge as evidenced by exam performance. Descriptive statistics, including the mean and standard deviation, were calculated for the test scores received. The numerical variables were compared by independent samples t tests. Statistical analyses revealed that the control group showed greater improvement in scores post-intervention than did the experimental group. Clickers were not effective on nursing students' level of knowledge as evidenced by exam performance.
|Commitee:||Gaskins, Susan, Kuntz, Aaron, Reilly, Lyn, Stanton, Marietta|
|School:||The University of Alabama|
|School Location:||United States -- Alabama|
|Source:||DAI-B 73/02, Dissertation Abstracts International|
|Subjects:||Nursing, Educational technology|
|Keywords:||Audience response systems, Classroom communication systems, Clicker effectiveness, Exam performance, Nursing students, Voting machines|
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