Clickers, Student Engagement and Performance in an Introductory Economics Course: a Cautionary Tale
We examine whether clickers affect learning in an introductory economics course when introduced on a limited 'quizzing' basis in a traditional lecture course. Based on early and end of semester surveys, we assess whether clickers are associated with changes in student course performance or changes in student engagement. Using an education production function that controls for student GPA, etc., we find no significant differences between the clicker and nonclicker sections in student attitudes toward attendance, participation or class engagement, nor do we find any difference in exam performance. We conclude instructors should be cautious patching new technologies into traditional lecture courses, and universities cautious in mandating technology use.
In order to set up a list of libraries that you have access to,
you must first login
or sign up.
Then set up a personal list of libraries from your profile page by
clicking on your user name at the top right of any screen.