Clickers in the Classroom to Enhance Teacher Judgment Accuracy and Student Achievement

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

The aim of the study was to support teacher judgment accuracy and student achievement by the use of learner response systems (“clickers”) in the classroom. Twenty school classes with 459 sixth-grade students and their mathematics teachers were divided into three groups for a quasi-experimental pre-post-test intervention study over five weeks. The results indicate that both objectives could be achieved to a large extent. Students of the clicker group gained more mathematical knowledge from the intervention than students of the diary and control group. Teachers of all three groups were getting more accurate from pre- to post-test. However, teachers using clickers judged with far the highest accuracy. Clickers can be recommended as a valuable tool for enhancing teacher judgment accuracy.

Authors

• Chunjie Zhu, University of Passau

• Detlef Urhahne, University of Passau