Most pre-service elementary teachers believed clicker use assisted their learning and understanding of course material¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 109 students (89.3%) believed clicker use had assisted them in learning and/or understanding course material. → Miller 2013

Evidence¶

Miller 2013¶

Miller, T. K. (2013). Pre-service Elementary Teachers' Perceptions of a Modified Peer Instruction Implementation of Clickers in their Mathematics Content Course. IUMPST: The Journal, Vol 3 (Technology). https://eric.ed.gov/?id=EJ1043050

q2 · i? · associational · r1

Questionnaire item asked of all four sections; responses were basic counts. "109 students (89.3%) believed that the use of clickers had assisted them in learning and/or understanding course material," with 3.3% disagreeing and 7.4% unsure.

"A slightly smaller but still significant 109 students (89.3%) believed that the use of clickers had assisted them in learning and/or understanding course material. Four students (3.3%) did not believe this to be true for them, and nine students (7.4%) remained unsure."

Studies bearing on this claim¶

How do learners receive vote-and-discuss routines? This table gathers the studies behind this claim and the 2 narrower claims that bear on it: 2 distinct studies (1 associational, 1 causal), q2–q3, 1 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Discussion¶

Related Claims¶

• Pre-service elementary teachers overwhelmingly liked a modified peer instruction clicker implementation in their mathematics content course — related
• No instructor bias was evident in students' liking of the clicker implementation or perceived learning benefit — related
• Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second — related
• Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself — related
• Students rate clicker questions and lecture as more helpful than the textbook — related