Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning

Smith, Michelle K.; Knight, Jennifer K.

doi:10.1007/978-3-030-33600-4_10

Cited by 12 publications

(8 citation statements)

References 52 publications

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“…The statistically significant positive influence of classroom climate on student engagement suggests that a supportive and positive learning environment promotes the acrobatic participation and interest of the students towards learning. This study's findings align with previous research outcomes focusing on the role of a supportive classroom climate in enhancing student engagement (Smith & Johnson, 2020).…”

Section: Discussionsupporting

confidence: 88%

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

Khuhro

2024

AESSR

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This study investigated the impact of classroom climate on students' engagement, self-efficacy and learning experience. Using a quantitative research design, the data was collected from diverse participants in public sector colleges in Sindh, Pakistan. The study employed path analysis to test the hypotheses developed based on literature to assess the causal relationship between classroom climate and the selected critical variables. The Social Cognitive Theory was employed to assess the causal relationship. The path analysis revealed that all three hypotheses were supported. The statistical results of the research show the positive impact of a supportive classroom climate on students' engagement, self-efficacy and learning experience. The results of this research align with the theoretical framework based on Bnadura's social cognitive theory, which emphasises the reciprocal impact between social factors and personal development. The findings offer practical implications for teacher policymakers to uplift educational practices. This study identified classroom climate's significant and vital role in harnessing students' engagement, self-efficacy and learning experience. The results offer the foundation for future research.

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Section: Discussionsupporting

confidence: 88%

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

Khuhro

2024

AESSR

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“…However, the extent to which it helps students retain information may vary [ 27 ]. On the other hand, this kind of tool may be used to promote discussions in class on topics in biology [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

Nursing Students’ Preferences for Learning Medical and Bioscience Subjects: A Qualitative Study

et al. 2023

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(1) Background: There are considerable challenges and concerns related to learning medical and bioscience subjects (MBS) in nursing education and integrating this knowledge into nursing. The aim of this study was to explore what learning methods nursing students prefer when studying MBS, and how this learning may be enhanced to facilitate the integration of these subjects into nursing. (2) Methods: Individual interviews with 10 nursing students. Transcripts from the interviews were analysed by systematic text condensation and the COREQ checklist for qualitative studies was completed. (3) Results: Students prefer varied and active learning methods in MBS. The participants in the study highlighted both organised tutorials in groups and working with fellow students outside of organised teaching. All participants used educational videos. Learning MBS by drawing was appreciated both during lectures and in student-initiated colloquia. Strategies that favour in-depth learning were appreciated, and it was found that lectures did not have to cover the entire curriculum. Teachers’ attitudes toward students also were seen to have a considerable impact on students’ motivation for learning. (4) Conclusion: Applying active learning methods and focusing on the most relevant topics in MBS appears to improve students’ ability to integrate this knowledge into nursing; teachers should also be aware of their role as a motivator.

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“…Stowell & Gostjev (2018) motivates teachers to regularly use clickers to enhance active learning and to observe changes among students. Smith & Knight (2020) further stresses on that using clickers could promote active and deep learning, since students are provided with an opportunity to discuss the question among themselves in small groups. The respondents confirmed that using clickers in class boosted their attentiveness and also came in handy in that they could request for clarification in case certain concepts were not clear (Abdurrahman et al, 2018).…”

Section: Active Learning Leveraging Ictmentioning

confidence: 99%

“…According to (Young et al, 2017) most teachers have found IWBs to be highly motivating as a teaching resource. Studies such as (Smith & Knight, 2020) indicate that whole-class teacher-led sessions have positive developments, including teachers' engagement with surface features of interactive teaching. Studies like (Hebing, 2017) indicated that the use of IWBs in the classroom environment has boosted literacy and numeracy in United Kingdom classrooms.…”

Section: Active Learning Leveraging Ictmentioning

confidence: 99%

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

Awuor¹,

Okono²

2022

JSS

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ICT integrated active learning has proven to tremendously improve learners' educational outcomes and their classroom engagement unlike the traditional classroom approach. This can be attributed to the fact that active learning shifts the learning process and activities from teacher-focused to become more learner-centered, and is guided by the learning ability of the students. Through this, learners get to experience the learning process in their own pace. So despite the existence of differences and multiplicities in terms of learning styles and achievement levels in a classroom, through active learning, the learners are in full control of the learning process and they can engage with the learning materials at their own level of understanding, review confusing concepts, or break the sessions' learning content into bits that they can easily comprehend. For instance, in teaching and learning of Physics, the instruction methods have been demonstrated as the major reason for the decline of its performance and less populous among students in Kenya. This paper, therefore, explores the need to enhance the teaching and learning of Physics in secondary schools by adopting learner-centered teaching methodologies, and providing a systematic review of frameworks for the integration of technology towards enriching active class learning. Then we leverage these insights coupled with field experience to derive and design a framework for ICT integration in teaching and learning of Physics in developing countries (case of Kenya). The hybrid framework will be learner-centered and will eliminate the learner barriers that exist due to personalities, temperaments among others. The review adopted the scoping review technique to map the key concepts underpinning the study to the main sources of the literature.

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Clickers in the Biology Classroom: Strategies for Writing and Effectively Implementing Clicker Questions That Maximize Student Learning

Cited by 12 publications

References 52 publications

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

Study of Classroom Climate, Student Engagement, Self-Efficacy and Learning Experiences An Analyses Employing Social Cognitive Theory

Nursing Students’ Preferences for Learning Medical and Bioscience Subjects: A Qualitative Study

ICT Integration in Learning of Physics in Secondary Schools in Kenya: Systematic Literature Review

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