Tonya Triplett

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The modern classroom has a wide variety of tools and technology available as aids to assist in students’ content area learning. One of these tools which has gained increased popularity recently is the i>clicker, a remote device that allows students to answer questions posed by lecturers through media presentations such as PowerPoint. Lecturers are able to record and display the answers selected by the students in class, providing real-time feedback to students on material lectured on in class.

The goal of this study was to examine the effectiveness of the i>clicker device as an aid in content learning in a general education physics course. We sought to do this by analyzing the collective results of students answering content-related i>clicker questions in class correctly and comparing these results to the collective performance of students on an exam that contained a number of questions that were identical and related to those i>clicker questions asked during class, as well as a number of questions that were explicitly unassociated with i>clicker questions asked during class in the weeks preceding the exam. This represents Phase I of the research. In Phase II, we hoped to identify whether there were other identifiable factors within the structure of the exam itself that could skew the results of the analysis from Phase I.

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Physics Commons