Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 3 design pages cite it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? A majority (57.1%) of Instructor A's respondents attributed improved understanding to discussing the mathematics content and thinking about it. → 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? · design · r2
Of the 63 students in Instructor A's classes, 55 (87.3%) responded favorably that clickers led to better understanding; Table 2 shows 36 (57.1%) cited "Discuss for understanding and think about content" as the benefit.
"Discussion of the mathematics content, resulting in additional thinking about the mathematics, was reported by a majority of the respondents. This feedback reveals that students did not attribute improved learning to the technology itself, but rather to the way in which it was implemented."
Discussion¶
Related Claims¶
- Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it
- Pre-service elementary teachers overwhelmingly liked a modified peer instruction clicker implementation in their mathematics content course — related
- Most pre-service elementary teachers believed clicker use assisted their learning and understanding of course material — related
- Students perceived clickers' greatest course impact as lesson variation and fun, with learning influence a distant second — related
- Peer Discussion Improves Conceptual Understanding — a broader claim this one bears on
- The authors of one physics-course study attribute its technology-supported gains to the student-centred, active-engagement pedagogy the technology was used within — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
learning-attributed-to-process-not-technology |
title |
Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself |
description |
Students attributed improved understanding to the discussion process of the implementation model rather than the clicker technology itself |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
generated |
by process:wiki-ingest on 2026-10-02 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — miller-2013 |
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