Using "clickers" in the classroom to increase the level of student interaction
Authors
Prewitt, Robert R.
Oropeza, Katherine B.
Subjects
Communication
student motivation
perceived teacher immediacy
student engagement
clickers
classroom response systems
student motivation
perceived teacher immediacy
student engagement
clickers
classroom response systems
Advisors
Brinkley, Douglas E.
Massi Lindsey, Lisa L.
Date of Issue
2008-12
Date
December 2008
Publisher
Monterey, California. Naval Postgraduate School
Language
Abstract
Interaction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond and interact with the push of a button. This study looked at educational institutions using CRS, in order to identify the distinctive characteristics that are analyzed to value its effectiveness in a classroom environment. The information collected was examined to gain an understanding of the various uses of CRS to determine if they would be a beneficial addition to resident NPS curriculums. Also, this study employed a posttest-only independent group quasi-experimental design to test the effects of clickers in the classroom. Specifically, clicker use was studied to determine what impact, if any, their use would have on student interaction in the classroom, student engagement, student motivation, perceived teacher immediacy, course liking, and students' overall evaluation of the clickers. The findings and implications of this study are discussed.
Type
Thesis
Description
MBA Professional Report
Series/Report No
NPS Outstanding Theses and Dissertations
Department
Organization
Naval Postgraduate School (U.S.)
Identifiers
NPS Report Number
Sponsors
Funder
Format
xii, 59 p. ; 28 cm.
Citation
Distribution Statement
Approved for public release; distribution is unlimited.
Rights
This publication is a work of the U.S. Government as defined
in Title 17, United States Code, Section 101. As such, it is in the
public domain, and under the provisions of Title 17, United States
Code, Section 105, is not copyrighted in the U.S.