{"id":{"repo_id":"alabama","oai_identifier":"oai:ir.ua.edu:123456789/1192"},"canonical_url":"https://search.dev.ndltd.org/etd/alabama/oai:ir.ua.edu:123456789/1192","repository":{"repo_id":"alabama","name":"University of Alabama","base_url":"https://ir-api.ua.edu/oai/request"},"display":{"title":"Clicker effectiveness on nursing students' level of knowledge as evidenced by exam performance","abstract":"A lack of research exists regarding clicker effectiveness on nursing students' level of knowledge as evidenced by exam performance. Further research was needed to explore this topic. The null hypothesis of this study was that clickers will not have any effect (p < .05) on nursing students' level of knowledge as evidenced by exam performance. The alternative hypothesis was that clickers will have an effect on nursing students' level of knowledge as evidenced by exam performance. A pretest and posttest design with a comparison group was used to determine a valid association between the independent variable of clickers and the dependent variable of nursing students' level of knowledge as evidenced by exam performance. Descriptive statistics, including the mean and standard deviation, were calculated for the test scores received. The numerical variables were compared by independent samples t tests. Statistical analyses revealed that the control group showed greater improvement in scores post-intervention than did the experimental group. Clickers were not effective on nursing students' level of knowledge as evidenced by exam performance.","abstract_html":"A lack of research exists regarding clicker effectiveness on nursing students&#x27; level of knowledge as evidenced by exam performance. Further research was needed to explore this topic. The null hypothesis of this study was that clickers will not have any effect (p &lt; .05) on nursing students&#x27; level of knowledge as evidenced by exam performance. The alternative hypothesis was that clickers will have an effect on nursing students&#x27; level of knowledge as evidenced by exam performance. A pretest and posttest design with a comparison group was used to determine a valid association between the independent variable of clickers and the dependent variable of nursing students&#x27; level of knowledge as evidenced by exam performance. Descriptive statistics, including the mean and standard deviation, were calculated for the test scores received. The numerical variables were compared by independent samples t tests. Statistical analyses revealed that the control group showed greater improvement in scores post-intervention than did the experimental group. Clickers were not effective on nursing students&#x27; level of knowledge as evidenced by exam performance.","abstract_has_math":false,"creators":["Welch, Susan Raina"],"institution":"University of Alabama Libraries","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Gaskins, Susan W.","Kuntz, Aaron M.","Reilly, Lyn","Stanton, Marietta P."],"advisors":["Wright, Vivian H."],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011","date_published":"2011","updated_at":"2026-07-27T18:44:27Z","subjects":["Nursing","Educational technology"],"languages":["en_US","English"],"rights":["All rights reserved by the author unless otherwise indicated."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0000687","Welch_alatus_0004D_10852"],"render_values":[{"text":"u0015_0000001_0000687","href":null,"code":true},{"text":"Welch_alatus_0004D_10852","href":null,"code":true}]}]},"links":{"outbound_url":"https://ir.ua.edu/handle/123456789/1192","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Gaskins, Susan W.","Kuntz, Aaron M.","Reilly, Lyn","Stanton, Marietta P."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Wright, Vivian H."]},{"key":"dc:contributor.other","label":"Dc Contributor Other","values":["University of Alabama Tuscaloosa"]},{"key":"dc:creator","label":"Author","values":["Welch, Susan Raina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2017-03-01T14:45:49Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-03-01T14:45:49Z"]},{"key":"dc:date.issued","label":"Date","values":["2011"]},{"key":"dc:publisher","label":"Institution","values":["University of Alabama Libraries"]},{"key":"dc:type","label":"Dc Type","values":["thesis","text"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Nursing","Educational technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]},{"key":"dc:rights","label":"Dc Rights","values":["All rights reserved by the author unless otherwise indicated."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["u0015_0000001_0000687","Welch_alatus_0004D_10852"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://ir.ua.edu/handle/123456789/1192"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Electronic Thesis or Dissertation"]},{"key":"dc:description.abstract","label":"Abstract","values":["A lack of research exists regarding clicker effectiveness on nursing students' level of knowledge as evidenced by exam performance. Further research was needed to explore this topic. The null hypothesis of this study was that clickers will not have any effect (p < .05) on nursing students' level of knowledge as evidenced by exam performance. The alternative hypothesis was that clickers will have an effect on nursing students' level of knowledge as evidenced by exam performance. A pretest and posttest design with a comparison group was used to determine a valid association between the independent variable of clickers and the dependent variable of nursing students' level of knowledge as evidenced by exam performance. Descriptive statistics, including the mean and standard deviation, were calculated for the test scores received. The numerical variables were compared by independent samples t tests. Statistical analyses revealed that the control group showed greater improvement in scores post-intervention than did the experimental group. Clickers were not effective on nursing students' level of knowledge as evidenced by exam performance."]},{"key":"dc:format.medium","label":"Dc Format Medium","values":["electronic"]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Clicker effectiveness on nursing students' level of knowledge as evidenced by exam performance"]}]}],"canonical_facts":{"dc:contributor":["Gaskins, Susan W.","Kuntz, Aaron M.","Reilly, Lyn","Stanton, Marietta P."],"dc:contributor.advisor":["Wright, Vivian H."],"dc:contributor.other":["University of Alabama Tuscaloosa"],"dc:creator":["Welch, Susan Raina"],"dc:date.accessioned":["2017-03-01T14:45:49Z"],"dc:date.available":["2017-03-01T14:45:49Z"],"dc:date.issued":["2011"],"dc:description":["Electronic Thesis or Dissertation"],"dc:description.abstract":["A lack of research exists regarding clicker effectiveness on nursing students' level of knowledge as evidenced by exam performance. Further research was needed to explore this topic. The null hypothesis of this study was that clickers will not have any effect (p < .05) on nursing students' level of knowledge as evidenced by exam performance. The alternative hypothesis was that clickers will have an effect on nursing students' level of knowledge as evidenced by exam performance. A pretest and posttest design with a comparison group was used to determine a valid association between the independent variable of clickers and the dependent variable of nursing students' level of knowledge as evidenced by exam performance. Descriptive statistics, including the mean and standard deviation, were calculated for the test scores received. The numerical variables were compared by independent samples t tests. Statistical analyses revealed that the control group showed greater improvement in scores post-intervention than did the experimental group. 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