Using "Clicker" Technology Effectively in the Classroom to Engage Students and to Prepare for Course Assessments

• In Event: Reception with ELS Displays
  In Poster Session: Effective Learning Strategies Poster Presentations

Abstract

The focus of utilizing “clicker” devices for Principles of Accounting I is to engage all students in active learning and to use technology as preparation for course exams. In the past, our exam reviews were handouts of exercises for students to complete and then instructors would go over them in class. We found that many students were not completing the review work prior to attending class and where simply copying the solutions as we presented them. In turn, the results of our exams were not what we expected based on the detailed review we provided.
In order to directly engage students in the review process, we incorporated the use of “clickers” in the classroom in two steps. As we covered each chapter, we presented questions from that chapter to be answered using the clickers. Students could work independently or in groups to answer the questions. The questions covered the main topics of the chapter, as well as examples of test questions for that chapter. As students worked to solve the problems or questions, classroom discussions took place that clarified confusion or problems that were misunderstood by the students. By working together the students were able to help each other and answer questions in a matter that clarified issues beyond the textbook or lecture instructions.
The second step in our process of using the “clickers” incorporated them for course quizzes that also served as our review for each exam. At the end of each set of chapters to be covered on the exam, we created a quiz of questions from what would have, in the past, been a handout review. The questions were distributed several days before the quiz, and students then took the quiz in class using the clickers. The questions were direct review questions for the upcoming exam. Our intent was to better prepare the students for the exam by “forcing” the review through a quiz and incorporating technology to engage students in the learning process. Using the clickers for both steps of the active learning earned students participation points for the course.
Our presentation on the use of the clickers will provide conference participants with an innovative way to prepare students for course quizzes or exams by using technology as a tool for reviews and active learning in an introductory accounting course. The concepts can also be carried forward to other advanced accounting courses.

Authors

• Amy Adkins Williams, Bethune-Cookman University

• Michelle Wilson Troian, Bethune-Cookman University