Gender differences in student performance in large lecture classrooms using personal response systems (‘clickers’) with narrative case studies

Kang, Hosun; Lundeberg, Mary; Wolter, Bjørn H. K.; delMas, Robert C.; Herreid, Clyde Freeman

doi:10.1080/17439884.2011.556123

Cited by 25 publications

(21 citation statements)

References 28 publications

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“…Another limitation of this study is the unequal distribution of male and female participants (40 out of 44 participants were women), as previous studies have found gender differences with clicker use. For example, Kang and colleagues (Kang, Lundeberg, Wolter, delMas, & Herreid, 2012) compared traditional lectures with clicker activities in introductory biology classes and found that women performed equally well or better when using clickers, whereas men performed better with lecture-based instruction. It is possible that current findings reflect the greater number of female participants than male participants.…”

Section: Limitations and Future Researchmentioning

confidence: 97%

The impact of individual and shared clicker use on students' collaborative learning

McDonough

Foote

2015

Computers & Education

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Section: Limitations and Future Researchmentioning

confidence: 97%

The impact of individual and shared clicker use on students' collaborative learning

McDonough

Foote

2015

Computers & Education

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“…Although some studies (e.g., Humphries and Whelan, 2009) found that the use of the clickers improved students' perceived learning and the interactive nature of the technology made it appealing, it was also observed that there is limited evidence to support the astounding improvement in student learning that emerges with the use of the clickers. Some studies (e.g., Kang et al, 2012) have explored the gender effects on the use of clickers and their subsequent impacts on respondents. However, the results are still largely inconclusive.…”

Section: Satisfactionmentioning

confidence: 99%

“…Some studies suggest that students' gender and race do not influence their efficacy and use of clicker technology, and hence it may be considered equally beneficial to a wide population of students (MacGeorge et al, 2008). Other studies report that female students are particularly positive about the use of clicker technology, and use of such technology was found more favorable for women (Kang et al, 2012). These studies indicate that female students tend to participate better using clicker technology than the male students (e.g., King and Joshi, 2008).…”

Section: Satisfactionmentioning

confidence: 99%

“…Barber and Njus (2007) introduced and compared six different types of clicker systems that are available on the market, including eInstruction Classroom Performance System, Quizdom, TurningPoint, Interwrite PRS, iClicker, and H-ITT and discussed the factors that should be considered in making an appropriate selection of clickers for a specific discipline. Kang et al (2012) examined gender differences in science learning between two academic approaches: traditional lecture and narrative case studies using clickers. It was also suggested that the selection of a clicker system should be driven by the faculty, although consent from students and the relevant teaching and technology support units must also be taken into consideration.…”

Section: Effective Use Of Clickers: Learning From Existing Studiesmentioning

confidence: 99%

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A review of literature on the use of clickers in the business and management discipline

Rana

Dwivedi

Alkhowaiter

2016

The International Journal of Management Education

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Classroom response systems (clickers), in their various forms, are widely used across disciplines, demonstrating effectiveness across a range of different educational settings. However, only a few literature reviews on this technology have been undertaken in general, and no review has yet been performed on this topic in the business and management context. Realising the existing research gap, this article reviews 33 clicker-related studies from the business and management discipline that are largely focused on student perceptions and outcomes. The purpose of this paper is to provide a critical and balanced review of articles from the business and management discipline on various themes such as learner's engagement, performance, learning, participation, satisfaction, feedback, attendance, enjoyability, motivation, and interactivity, to name a few. The review also provides a brief account of lessons learned from the literature published in other disciplines and recommendations provided by studies from the business and management discipline.

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“…First, the gender issue; studies have found gender differences in clicker use. Kang, Lundeberg, Wolter, delMas, and Herreid () indicated that females performed better when using clickers, whereas males performed better with lecture‐based instruction.…”

Section: Literature Reviewmentioning

confidence: 99%

The effectiveness of integrating teaching strategies into IRS activities to facilitate learning

Wang

2017

Computer Assisted Learning

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Previous studies on the interactive response system (IRS) have generally adopted the lecture method to facilitate teaching and learning, while few have made efforts to investigate the learning effects of instructional methods and IRS activities on learning and teaching. The purpose of the present study was therefore to explore whether the use of the IRS with two different teaching methods would affect students' learning performance. A quasiexperimental design was employed, with the teacher conducting the course using the learner as leader strategy in the experimental group (E.G.) and the teacher leader strategy in the control group (C.G.). The experiment was conducted over a period of 15 weeks (a semester), and questionnaires were administered at the beginning, in the middle and after the experiment to elicit the learners' views on the IRS application. The results support previous research which found that using the IRS improved learners' engagement and interaction. They also provide further evidence that the use of the IRS with both teaching strategies not only had a short-term learning effect but could also be a tool for sustaining students' learning motivation and self-directed learning for long-term learning purposes. Besides, the use of the learner as leader strategy contributed to enhancing discussion in groups, especially for the leading groups. The use of the IRS with the learner as leader strategy benefited those who acted as leaders in taking the initiative to learn the course content, and also engaged the students who acted as learners in concentrating on the course because it was their classmates who were leading.

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Gender differences in student performance in large lecture classrooms using personal response systems (‘clickers’) with narrative case studies

Cited by 25 publications

References 28 publications

The impact of individual and shared clicker use on students' collaborative learning

The impact of individual and shared clicker use on students' collaborative learning

A review of literature on the use of clickers in the business and management discipline

The effectiveness of integrating teaching strategies into IRS activities to facilitate learning

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