Welcome to the InfoSci Platform
Clickers in a First Statistics Course

Clickers in a First Statistics Course

Alice Marion Richardson
Copyright: © 2012 |Pages: 31
ISBN13: 9781613500620|ISBN10: 1613500629|EISBN13: 9781613500637
DOI: 10.4018/978-1-61350-062-0.ch008
Cite Chapter Cite Chapter

MLA

Richardson, Alice Marion. "Clickers in a First Statistics Course." Sustainable Language Support Practices in Science Education: Technologies and Solutions, edited by Felicia Zhang, et al., IGI Global, 2012, pp. 195-225. https://doi.org/10.4018/978-1-61350-062-0.ch008

APA

Richardson, A. M. (2012). Clickers in a First Statistics Course. In F. Zhang, B. Lidbury, A. Richardson, B. Yates, M. Gardiner, A. Bridgeman, J. Schulte, J. Rodger, & K. Mate (Eds.), Sustainable Language Support Practices in Science Education: Technologies and Solutions (pp. 195-225). IGI Global. https://doi.org/10.4018/978-1-61350-062-0.ch008

Chicago

Richardson, Alice Marion. "Clickers in a First Statistics Course." In Sustainable Language Support Practices in Science Education: Technologies and Solutions, edited by Felicia Zhang, et al., 195-225. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-062-0.ch008

Export Reference

Mendeley
Favorite

Abstract

This chapter reports on a three-year project to study to improve student outcomes in an introductory statistics course. Collaboration with a language expert led to the introduction of a variety of student-centred activities during the course. Some were online such as matching terms to definitions and multiple choice quizzes. Some were face-to-face such as the introduction of a student response system (commonly known as clickers). Results show a small but significant increase in grades following the introduction of these two interventions. A meta-analysis of research into the use of clickers was also conducted. This shows a small but significant increase in exam marks for students who used clickers in class. A Statistics Concept Inventory (SCI) was also used to assess students’ understanding of the course concepts. The usefulness of the SCI was partially supported, as many questions were better answered by more able students. The SCI was also used to assess retention from one semester to another. Again, the usefulness of the SCI is partially supported, in that students who remembered more of their introductory statistics study did better in a second statistics course.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.