Bursic, Karen M.
(2012)
Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?
2012 ASEE Annual Conference & Exposition.
25.479.1 - 25.479.10.
ISSN 2153-5965
Abstract
Does the use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?Response devices or “clickers” are seeing increased use in many engineering classrooms. These devices allow students to anonymously respond to a question posed by the instructor and then compare their response to the rest of the class. They are an active learning tool that can be used to increase student engagement in the classroom and assist faculty in understanding what their students know and don’t know. But do they increase conceptual understanding of course concepts (that is, do they improve learning)? This paper reports on an experiment in which several sections of an engineering economy course at a large university are compared. Each section was taught by the same instructor, who used the same lecture notes, homework, quizzes, projects and so forth. The only difference was the use of clickers in the classroom in the experimental section. Two control sections were used to compare against the experimental section, one in which a different text was used but consisted of similar students (sophomore industrial engineering students – previous academic year) and one in which the same textbook was used but consisted of students from non-IE engineering disciplines (same academic year). To assess learning, an engineering economics concepts inventory was given to all sections of the course both at the beginning (pre) and end of the semester (post). While a gain in the average concept inventory score is certainly expected in any section of the course, this paper reports on whether a larger gain is seen in the experimental section (using clickers). In addition, students’ evaluation of teaching surveys are also used to determine if other differences are apparent between the sections.
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