Investigating the effect of clicker use on problem-solving among adult learners: A cross-sectional survey

Abstract

<p>Classroom response systems (clickers) have been found to engage and attract student attention and facilitate the practical application of key ideas to solve problems. This study was designed to investigate the effects of clicker use on problem-solving among adult learners. A self-administered questionnaire was distributed to 60 students after giving them actual case studies for problem-solving using PowerPoint slides. An equal number of participants were assigned to each of the control (n=30) and experimental groups (n=30). Although both groups engaged in the same problem-solving tasks, the experimental group used clickers as a learning tool in the classroom. Data were analyzed using frequency, means, exploratory factor analysis, the Friedman ranking test, and linear regression analysis. The study findings revealed overall positive responses toward using clickers in the classroom. They also suggested that clickers encouraged thinking and problem-solving. It is concluded that problem-solving learning in adult education appears to be more effective when accompanied by clicker use than through conventional teaching methods.</p><p><strong>Received</strong>: 26 September 2019<br /><strong>Accepted</strong>: 04 March 2020<br /><strong>Published online</strong>: 19 May 2020</p>

The dark side of personal response systems (PRSs): Boredom, feedback, perceived learning, learning satisfaction

“…Hunsu et al (2016) conducted a meta-analysis on the impacts of PRSs on cognition and affect in the classroom, looking at different variables such as the knowledge domain of the class, class size, and the use of questions. The impact of PRSs on students' perceptions of teaching and learning has been reviewed (Lantz and Stawiski, 2014;Mubayrik, 2020;Pearson, 2020). PRSs allow individual learners to use a remote control to respond to questions presented in class (Lantz, 2010).…”