The Use of PRS in Introductory Microeconomics: Some Evidence on Performance and Attendance
This paper uses a sample of 425 students from 4 large sections of Introductory Microeconomics during the period 2005 – 2007 to examine the impact of using the Personal Response System (PRS or Clickers) on class attendance and exam performance. The evidence suggests that the use of PRS has led to improved attendance. The exam scores are similar to classes that used online quizzes instead of the PRS. A survey of student attitudes towards the PRS indicates that the use of PRS helps with student learning and reinforcing important concepts. Based on the results of this study the authors believe that the PRS is a useful tool for all instructors, particularly those faced with large sections.
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- Sheryl B. Ball & Catherine Eckel & Christian Rojas, 2006. "Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS," American Economic Review, American Economic Association, vol. 96(2), pages 442-446, May.
- Daniel R. Marburger, 2006. "Does Mandatory Attendance Improve Student Performance?," The Journal of Economic Education, Taylor & Francis Journals, vol. 37(2), pages 148-155, April.
- David Romer, 1993. "Do Students Go to Class? Should They?," Journal of Economic Perspectives, American Economic Association, vol. 7(3), pages 167-174, Summer.
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