Positive effects on participation continued after students stopped using clickers, but the quality of their answers declined¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Group B's response rates increased in the second period even after it had stopped using clickers, which the authors read as a continuing positive effect. → Unal Cakiroglu 2018 q2 i? When Group A stopped using clickers in the second period, its rates of correct answers decreased, while non-clicker Group B's correct answers increased. → Unal Cakiroglu 2018 (2)

Evidence¶

Unal Cakiroglu 2018¶

Unal Cakiroglu, Fatih Erdogdu, Seyfullah Gokoglu. (2018). Clickers in EFL Classrooms: Evidence from Two Different Uses. Contemporary Educational Technology, 9(2), 171-185. https://doi.org/10.30935/cet.414820

q2 · i? · causal · r1

Weekly descriptive analysis of response frequencies (Figure 5), with seven responses set as a threshold from the preparation period. The quote is the article's own interpretation of the plotted pattern; no effect size is printed.

"Additionally, in the second period, Group B’s response rates increased, showing that having used clickers continue d to affect participation positively even after the students stopped using them."

Unal Cakiroglu 2018 (2)¶

Unal Cakiroglu, Fatih Erdogdu, Seyfullah Gokoglu. (2018). Clickers in EFL Classrooms: Evidence from Two Different Uses. Contemporary Educational Technology, 9(2), 171-185. https://doi.org/10.30935/cet.414820

q2 · i? · causal · r1

Response-accuracy analysis illustrated in Figure 6, contrasting the two groups' correct-answer rates in the second experimental period. Descriptive only; no statistical test or effect size is reported for accuracy.

"during the second experimental period (when the students in Group A were non-clickers), their rates of correct answers decreased. In contrast, when the students in Group B were non-clickers, it is seen that their correct answers increased."

Discussion¶

Related Claims¶

• Both groups increased their participation rates while using clickers, whichever period of the course they used them in — related
• Mann-Whitney tests found no significant difference in the number of answers between clicker and non-clicker groups in either experimental period — related
• Reluctant students' response rates increased more than those of active students when each group began using clickers — related