Using clickers to improve student participation in class
Moodlemoot: 14th to 16th April 2014
Bontle Monnanyane, Mhakamuni Khoza, Mkhonto van Zyl, Isaiah Ramaoka
A_monn@ma2.sun.ac.za firstname.lastname@example.org, email@example.com firstname.lastname@example.org
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.
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).
To what extent does the use of Clickers improve student participation in class?
To measure impact of rapid collection of answers to a questions from
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
Easy to use and accessible.
All students respond instead of just a few who would normally dominate debate
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
Tracking participation is difficult: some students do not always respond.
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