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Clickers, Student Engagement and Performance in an Introductory Economics Course: a Cautionary Tale

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Author Info

  • Marianne Johnson

    ()
    (University of Wisconsin Oshkosh)

  • Denise Robson

    ()
    (University of Wisconsin Oshkosh)

Abstract

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.

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File URL: http://economicsnetwork.ac.uk/cheer/ch20/johnson.pdf
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Bibliographic Info

Article provided by Economics Network, University of Bristol in its journal Computers in Higher Education Economics Review.

Volume (Year): 20 (2008)
Issue (Month): 1 ()
Pages: 4-12

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Handle: RePEc:che:chepap:v:20:y:2008:i:1:p:4-12

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Postal: University of Bristol, BS8 1HH, United Kingdom
Fax: +44(0)117 331 4396
Web page: http://www.economicsnetwork.ac.uk/cheer

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