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Sample Recommendation Report 547

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Anecdotal and scholarly evidence suggests clearly that using clickers improves
classroom dynamics by encouraging active learning. Whereas a traditional
lecture can be a passive experience, with the instructor talking to students,
clickers encourage interaction not only between the instructor and the
students but also between students (Draper & Brown, 2004). In a traditional
lecture, students are often unwilling to participate because they are afraid of
embarrassment or disapproval by their peers, or simply because they have
learned not to participate in a lecture (Caldwell, 2007). In a typical lecture, a
small number of students dominate the questioning, often giving the instructor
an inaccurate impression of how many students understand the material
(Simpson & Oliver, 2006).
Although it makes sense to assume that a more active learning environment
leads to better learning, measuring learning is more challenging and therefore
there is not yet complete consensus that clickers improve learning. There are
some studies that do suggest improved learning. For instance, a study (Ohio
State University, 2008) of a large, multi-section physics course found that
students in clicker sections outperformed those in non-clicker sections by
10 points on a final exam, and that females students did as well as males in
the clicker sections (but not in non-clicker sections). And a meta-analysis by
Fies and Marshall (2006) shows that 11 of 26 studies show clear evidence of
improved comprehension of complex concepts.
The bulk of scholarly literature, however, is consistent with Beatty et al. (2006),
who see great potential for improved student learning. As Caldwell (2007) puts it,
Most reviews agree that “ample converging evidence” suggests that clickers
generally cause improved student outcomes such as improved exam scores
or passing rates, student comprehension, and learning and that students like
clickers. The reviews of the literature, however, also agree that much of the
research so far is not systematic enough to permit scientific conclusions
about what causes the benefits. (n.p.)
At the very least, as Knight and Wood (2005) argue, students with clickers This is probably the most
almost always do at least as well in exam scores as students who don’t use important point for this reader:
clickers. no scholarly studies have found
that clickers hurt the learning
process.

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