Date of Award

5-2015

Degree Name

Master of Arts

Department

Psychology

First Advisor

Dr. Heather M. McGee

Second Advisor

Dr. Alyce M. Dickinson

Third Advisor

Dr. Douglas A. Johnson

Access Setting

Masters Thesis-Open Access

Abstract

One of the most technologically advanced methods of implementing active student responding is the electronic response system (Judson & Sawada, 2002). This technology is known under several names including audience response system, classroom response system, and colloquially as clickers (Smith, Shon, & Santiago, 2011). To accurately assess the impact of clickers on learning performance and classroom achievement, more quantitative analysis and systematic replication of studies was needed (Kay & LeSage, 2009). This study examined the effects of ASR questions on exam performance in two sections of an organizational psychology class for majors and non-majors. A social validity questionnaire was also administered to assess student perceptions of using clickers and whether the ASR questions helped them prepare for exams. The results of the study showed no difference in performance between the two conditions. The questionnaire found that most students did not feel that the ASR questions helped them perform better on exams but that most students felt more engaged when in the ASR condition.

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