ERIC Number: EJ952624
Record Type: Journal
Publication Date: 2011-Jul
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0098-6283
EISSN: N/A
Available Date: N/A
High-Tech versus Low-Tech Instructional Strategies: A Comparison of Clickers and Handheld Response Cards
Fallon, Marianne; Forrest, Stacey L.
Teaching of Psychology, v38 n3 p194-198 Jul 2011
Although the use of clickers (classroom response systems) has been widely investigated, fewer studies directly compared outcomes for clickers with other active response methods, such as handheld response cards. We measured students' test performance and their self-reported anxiety and hope for upcoming tests after attending review sessions for an introductory psychology course. Students alternated using clickers and cards across the semester. Using clickers did not generally enhance test performance, reduce anxiety, or increase hope. However, some students appeared to benefit from using clickers at different points during the semester. Students unanimously preferred clickers to response cards, particularly for the anonymity that clickers afforded. (Contains 3 figures.)
Descriptors: Educational Strategies, Psychology, Anxiety, Academic Achievement, Technology Uses in Education, Intermode Differences, Handheld Devices, Introductory Courses, Achievement Gains, Program Effectiveness, Comparative Analysis, Expectation, Teaching Methods, Multiple Choice Tests, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
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