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Iclickers and student performance

Author

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  • McDaniel Mohr, Tanga

Abstract

We ask if students using the iclicker classroom response system to answer graded questions perform better on exams than students asked the same ungraded questions without the iclicker. Students using iclickers averaged 3–4 percentage points higher and had a higher proportion of grades in the range B+ to A. However, based on the sample of students who allowed us to access their academic records, the differences are not significant controlling for academic and demographic variables.

Suggested Citation

  • McDaniel Mohr, Tanga, 2013. "Iclickers and student performance," International Review of Economics Education, Elsevier, vol. 14(C), pages 16-23.
    • Handle: RePEc:eee:ireced:v:14:y:2013:i:c:p:16-23
    DOI: 10.1016/j.iree.2013.10.006
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    Citations

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    Cited by:

    1. Jennifer Imazeki, 2014. "Bring-Your-Own-Device: Turning Cell Phones into Forces for Good," The Journal of Economic Education, Taylor & Francis Journals, vol. 45(3), pages 240-250, September.
    2. Hairong Mu & Dimitrios Paparas, 2015. "Incorporating the advantages of clickers and mobile devices to teach Economics to non-economists," Cogent Economics & Finance, Taylor & Francis Journals, vol. 3(1), pages 1099802-109, December.

    More about this item

    Keywords

    Exam performance; Personal response system; Participation;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • M21 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Business Economics - - - Business Economics

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