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

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  • 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.

Suggested Citation

  • Marianne Johnson & Denise Robson, 2008. "Clickers, Student Engagement and Performance in an Introductory Economics Course: a Cautionary Tale," Computers in Higher Education Economics Review, Economics Network, University of Bristol, vol. 20(1), pages 4-12.
  • Handle: RePEc:che:chepap:v:20:y:2008:i:1:p:4-12
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    File URL: http://economicsnetwork.ac.uk/cheer/ch20/johnson.pdf
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    References listed on IDEAS

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    1. Eric A. Hanushek, 1979. "Conceptual and Empirical Issues in the Estimation of Educational Production Functions," Journal of Human Resources, University of Wisconsin Press, vol. 14(3), pages 351-388.
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    Cited by:

    1. Martha L. Olney, 2016. "Explaining "In the Aggregate" Concepts with Clickers," Journal of Economics Teaching, Journal of Economics Teaching, vol. 1(2), pages 71-90, December.

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