Monterey, California. Naval Postgraduate School
Using "clickers" in the classroom to increase the level of student interaction
Abstract
dc:description.abstractInteraction is crucial in classrooms because increased interaction is linked to increased learning. Past studies report that students learn by a myriad of methods, and that it is up to the instructor to promote as many means as possible to transport the material to the students. One way in which instructors are providing information to their students is through a classroom response system (CRS), an electric transponder the size of a remote control. The CRS allows users to respond and interact with the push of a button. This study looked at educational institutions using CRS, in order to identify the distinctive characteristics that are analyzed to value its effectiveness in a classroom environment. The information collected was examined to gain an understanding of the various uses of CRS to determine if they would be a beneficial addition to resident NPS curriculums. Also, this study employed a posttest-only independent group quasi-experimental design to test the effects of clickers in the classroom. Specifically, clicker use was studied to determine what impact, if any, their use would have on student interaction in the classroom, student engagement, student motivation, perceived teacher immediacy, course liking, and students' overall evaluation of the clickers. The findings and implications of this study are discussed.
Degree
thesis:*- Grantor dc:publisher
- Monterey, California. Naval Postgraduate School
- Year dc:date.issued
- 2008
Author and committee
dc:creator, dc:contributor.*- Authors dc:creator
-
- Prewitt, Robert R.
- Oropeza, Katherine B.
- Advisors dc:contributor.advisor
-
- Brinkley, Douglas E.
- Massi Lindsey, Lisa L.
Rights
dc:rights- Statement dc:rights
-
- This publication is a work of the U.S. Government as defined in Title 17, United States Code, Section 101. As such, it is in the public domain, and under the provisions of Title 17, United States Code, Section 105, is not copyrighted in the U.S.
Identifiers
dc:identifier.*- Handle dc:identifier.uri
- https://hdl.handle.net/10945/10319
- OAI identifier oai:identifier
- oai:calhoun.nps.edu:10945/10319