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The effect of "clickers" on attendan...

Amstelveen, Raoul H.

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The effect of "clickers" on attendance in an introductory statistics course: An action research study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of "clickers" on attendance in an introductory statistics course: An action research study./
Author:	Amstelveen, Raoul H.
Description:	147 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
Subject:	Education, Leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568610
ISBN:	9781303232329

The effect of "clickers" on attendance in an introductory statistics course: An action research study.
Amstelveen, Raoul H.

The effect of "clickers" on attendance in an introductory statistics course: An action research study. - 147 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (D.Ed.)--Capella University, 2013.

The purpose of this study was to design and implement a Classroom Response System, also known as a "clicker," to increase attendance in introductory statistics courses at an undergraduate university. Since 2010, non-attendance had been prevalent in introductory statistics courses. Moreover, non-attendance created undesirable classrooms for learners and the researcher. A participatory action research design was deemed appropriate to address the problem in the researcher's practice because the study did not fit into traditional research methodologies. During the 2012--13 winter academic term, non-probability sampling was used to implement clickers in one introductory statistics section and another section was used as the control group. Independent sample t test revealed that attendance in the non-clicker class and attendance in the clicker class did not differ significantly. This study suggests that when clickers are linked with a participation grade of five percentage points or less, attendance does not increase. However, learners enjoyed using clickers, and they found the technology engaging, interactive, and entertaining. On average, learners had positive perceptions of clickers. Women had more positive perception than men and Whites had more positive perceptions than minorities. Factorial MANOVA revealed a main effect for ethnicity. However, the interaction of ethnicity, gender, and age was significant on the combination of attendance and liking clickers. Univariate ANOVA for liking was also significant, but not for attendance. Multiple pairwise comparisons revealed a marginally significant difference between older and younger minority men (p = .075) and between older minority and older White men (p = .063). This study suggested that older minority men had the least impact on liking clickers compared to other groups.

ISBN: 9781303232329Subjects--Topical Terms:

1035576
Education, Leadership.

The effect of "clickers" on attendance in an introductory statistics course: An action research study.
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500 $a Adviser: Generosa Lopez-Molina.
502 $a Thesis (D.Ed.)--Capella University, 2013.
520 $a The purpose of this study was to design and implement a Classroom Response System, also known as a "clicker," to increase attendance in introductory statistics courses at an undergraduate university. Since 2010, non-attendance had been prevalent in introductory statistics courses. Moreover, non-attendance created undesirable classrooms for learners and the researcher. A participatory action research design was deemed appropriate to address the problem in the researcher's practice because the study did not fit into traditional research methodologies. During the 2012--13 winter academic term, non-probability sampling was used to implement clickers in one introductory statistics section and another section was used as the control group. Independent sample t test revealed that attendance in the non-clicker class and attendance in the clicker class did not differ significantly. This study suggests that when clickers are linked with a participation grade of five percentage points or less, attendance does not increase. However, learners enjoyed using clickers, and they found the technology engaging, interactive, and entertaining. On average, learners had positive perceptions of clickers. Women had more positive perception than men and Whites had more positive perceptions than minorities. Factorial MANOVA revealed a main effect for ethnicity. However, the interaction of ethnicity, gender, and age was significant on the combination of attendance and liking clickers. Univariate ANOVA for liking was also significant, but not for attendance. Multiple pairwise comparisons revealed a marginally significant difference between older and younger minority men (p = .075) and between older minority and older White men (p = .063). This study suggested that older minority men had the least impact on liking clickers compared to other groups.
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