The current study sought to extend knowledge on effectiveness of Electronic Response
Systems (ERS) or “clickers” in a college classroom by comparing student assessment
performance between two sections (n = 41 & 42) of a Biblical Studies course in a small
evangelical university. Student characteristics were virtually identical in the classes, taught by
the same instructor. In one section, the instructor used ERS two to four times a week to
administer quizzes or start discussions. Results showed no statistically significant evidence of
improved performance in the ERS class, measured on a wide variety of assignment, quiz, and
exam scores, including pre-test/post-test improvement in knowledge. Gender, prior GPA, and
other demographic differences did not interact with the manipulation. It was speculated that use
of ERS may have failed to make a difference in the current study because the system was not
used frequently enough or for engaging activities, or because the use of ERS in a small class may
not have provided benefits beyond the usual class experience. Interestingly, however, a student
survey given at the beginning and end of the semester showed that students in the ERS class
significantly improved their opinion of the system, indicating that they felt they had performed better as a result of using the clickers. (Students’ opinions in the control class declined.) Thus,
students believed that ERS had improved their performance, although objectively it had not. It
was concluded that relying on student opinions on the benefits of ERS may be misleading. / Department of Educational Studies
| Identifer | oai:union.ndltd.org:BSU/oai:cardinalscholar.bsu.edu:123456789/197787 |
| Date | 14 December 2013 |
| Creators | Kiefer, Julie M. |
| Contributors | Clausen, Jon M. |
| Source Sets | Ball State University |
| Detected Language | English |
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