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- W2187536327 abstract "The authors of this study sought to determine the impact of clicker (student response system) use as an instructional strategy on student engagement and achievement in a college-level digital literacy course taught in face-to-face classroom settings. This was also an attempt to explore students’ learning experiences and attitudes toward instruction utilizing clicker technology-based strategies. This study was conducted in a public college with an open-access admission policy in the rural South. The college has a significant racially and ethnically diverse student population. The students’ levels of preparation to enter college are just as diverse, and there is a large number of students requiring “learning support.” This course in this study had no prerequisites, allowing learning support students to enroll along with everyone else, creating a challenge to teach this course effectively. Eight classes were selected where students were already pre-registered, resulting in convenience sampling. This study used quasi-experimental control group time series design. Data collection continued throughout the duration of a semester. Students’ academic achievement was measured using a series of assessments. Students’ learning experiences and attitudes toward learning were measured using data collected through survey instruments. Descriptive statistics, reliability analysis, effect size, t-test of independent samples, and multivariate analysis of variance (MANOVA) were used for data analysis. A content analysis technique was used to identify trends and themes in qualitative data collected through open-ended survey items. Findings of this study revealed that the academic achievement of students in the group that was taught with extensive use of clicker technology was higher than the achievement of students in the group that was taught using traditional methods. They also revealed that the students who were taught with extensive use of clicker technology reported that they had substantially positive learning experiences. Furthermore," @default.
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- W2187536327 date "2014-01-01" @default.
- W2187536327 modified "2023-09-27" @default.
- W2187536327 title "Clicker Use as an Instructional Strategy: Effects on Student Engagement and Achievement in a College-Level Digital Literacy Course" @default.
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