Improving student learning outcomes through personal response systems (clickers)

The main purpose of this research was to examine the impact of Personal Response Systems (PRS) or clickers, (as they are commonly called), on student learning outcome. Student learning outcomes as measured by course grades were compared between traditional lecture format and clicker use lecture format. Student perceptions on clicker use were observed in the mean time. Statistical analysis indicated that although student conveyed positive attitude on clicker adoption, there were no significant differences in course scores between students who used clickers and students who did not. This study also considered the influence of other factors, such as gender, student year, class size, class level in conjunction with the two lecture styles to gain insight into clicker usage. None of analyzed factors significantly affect course grades. In addition, the adoption/non-adoption of clickers does not significant affect student learning outcomes regardless of a student\u27s gender, year, class size, and class level. Two surveys were conducted - one after first test and the other at the end of semester for all the classes who adopted clickers in the lecture. The survey results indicate that students perceive that the use of clickers in the classroom improved their learning outcome and their perceptions toward the usage of clickers did not change over time. In summary, the results in this study suggested that students subjectively had a positive experience with using clickers, but clicker adoption did not improve student objective course grade. However, it is suggested that instructors adopt clickers with caution --Abstract, page iii