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dc.contributor.advisorBrinkley, Douglas E.
dc.contributor.advisorMassi Lindsey, Lisa L.
dc.contributor.authorPrewitt, Robert R.
dc.contributor.authorOropeza, Katherine B.
dc.dateDecember 2008
dc.date.accessioned2012-08-22T15:31:56Z
dc.date.available2012-08-22T15:31:56Z
dc.date.issued2008-12
dc.identifier.urihttp://hdl.handle.net/10945/10319
dc.descriptionMBA Professional Reporten_US
dc.descriptionApproved for public release; distribution is unlimiteden_US
dc.description.abstractInteraction 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.en_US
dc.format.extentxii, 59 p. ; 28 cm.en_US
dc.publisherMonterey, California. Naval Postgraduate Schoolen_US
dc.rightsThis 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.en_US
dc.subject.lcshCommunication.en_US
dc.titleUsing "clickers" in the classroom to increase the level of student interactionen_US
dc.typeThesisen_US
dc.contributor.corporateNaval Postgraduate School (U.S.)
dc.subject.authorCommunicationen_US
dc.subject.authorstudent motivationen_US
dc.subject.authorperceived teacher immediacyen_US
dc.subject.authorstudent engagementen_US
dc.subject.authorclickersen_US
dc.subject.authorclassroom response systemsen_US
dc.description.recognitionOutstanding Thesisen_US
etd.thesisdegree.nameMaster of Business Administrationen_US
etd.thesisdegree.levelMastersen_US
etd.thesisdegree.disciplineBusiness Administrationen_US
etd.thesisdegree.grantorNaval Postgraduate Schoolen_US


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