Using clickers to improve student participation in class
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Using clickers to improve student participation in class

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Using clickers to improve student participation in class Bontle Monnanyane, Mhakamuni Khoza, Mkhonto van Zyl, Isaiah Ramaoka

Using clickers to improve student participation in class Bontle Monnanyane, Mhakamuni Khoza, Mkhonto van Zyl, Isaiah Ramaoka

Presented at Moodlemoot Edinburgh 2014
www.moodlemoot.ie

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Using clickers to improve student participation in class Using clickers to improve student participation in class Presentation Transcript

  • Moodlemoot: 14th to 16th April 2014 Edinburgh, Scotland Bontle Monnanyane, Mhakamuni Khoza, Mkhonto van Zyl, Isaiah Ramaoka A_monn@ma2.sun.ac.za lindiwe.khoza@ma2.sun.ac.za, gerhard@ma2.sun.ac.za isaiah.ramaoka@ma2.sun.ac.za Faculty of Military Science, Military Academy, South Africa USING CLICKERS TO IMPROVE STUDENT PARTICIPATION IN CLASS
  •  Student underpreparedness is documented as the dominant learning-related cause of the poor performance patterns in higher education (CHE, 2013).  The task team further found that under 5% of black and coloured students succeed in any form of higher education.  Lack of exposure to spoken and written language, lack of financial resources, socio-cultural backgrounds and educational background from under-resourced and low-performing schools contribute to students’ under-preparedness (Scott, Yeld & Hendry, 2007 ).  Students are returned their units after six months if their progress does not meet the requirements. INTRODUCTION
  •  One way of supporting underprepared students in the mainstream, would be to engage students in active learning (CWSEI, 2009) through discussion.  Students are less inclined to participate voluntarily in class through cold calling (calling students whose hands are raised).  Lecturing staff observe that most students wait for their peers to raise their hands first when asked questions in class.  Stagg and Lane (2010) are of the opinion that lack of competency in language inhibiting students’ active participation in class.  Since 80% of the student body in this institution is from non-speaking English backgrounds, such barriers possibly limit their active participation in class and thus their performance.  Students have unique stress in education academic setting that creates barriers to communication (Makoe, 2006). INTRODUCTION
  •  To what extent does the use of Clickers improve student participation in class? RESEARCH PROBLEM
  •  To measure impact of rapid collection of answers to a questions from individual students,  To identify students’ level of understanding against lesson outcomes,  To compare students’ performance before and after using Clickers. AIMS AND OBJECTIVES
  •  Sample: 2nd year students (Residential and distance education students).  Survey done to determine student accessibility to technology using clickers.  Clicker used for the following: Surveys Test student understanding of concepts General Participation METHODOLOGY
  •  Easy to use and accessible.  All students respond instead of just a few who would normally dominate debate in class.  Both residential students and distance education can participate as soon as the question is posed.  Manage to reach all students.  Anonymity makes it easy for students to comment without fear.  Group Participation: allow individual input from the group.  Information sharing amongst students: Response when sharing motivates participation. FINDINGS: ADVANTAGES
  •  Tracking participation is difficult: some students do not always respond. FINDINGS: DISADVANTAGES
  •  Anonymous participation improves student active participation in class.  It enables me as a lecturer to make adjustment to what and how to teach, while preparing students to learn. TAKE HOME MESSAGE