Clickers in the classroom : can the use of electronic response systems improve student learning?

Abstract

Lectures can be an efficient means to introduce new material, however they do not allow for all students to actively participate. Some students are engaged in answering questions and asking them during lecture, but many are not. They passively sit and observe. Without their participation it is difficult for the instructor to gauge their understanding. The purpose of this study was to see if the use of student electronic response systems could help students increase their understanding and retention of the biology curriculum. An electronic student response system involving clickers was used over the course of a semester. Exam scores, student interviews, and surveys were used to evaluate their effectiveness. A comparison of exam scores did not show a statistically significant difference. Student and teacher opinions were very positive as a large majority of student respondents said that clickers help to engage them in the learning process.