Clickers in a Community College Classroom: An Initial Foray into Community College Biology Education Research

Autor/inn/en	Djerdjian, Nancy Traiser; Magner, Shawn; Jensen, Murray; Hyson, Rose; Lawford, Heather; Hull, Kerry
Titel	Clickers in a Community College Classroom: An Initial Foray into Community College Biology Education Research
Quelle	In: HAPS Educator, 24 (2020) 1, S.5-10 (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-3806
Schlagwörter	Science Instruction; College Science; Community Colleges; Two Year College Students; College Faculty; Educational Research; Audience Response Systems; Educational Technology; Teaching Methods; Group Discussion; Peer Teaching; Science Achievement; Anatomy; Physiology; Tests; Scores; Instructional Effectiveness; Minnesota + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community college; Community College; Fakultät; Bildungsforschung; Pädagogische Forschung; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppendiskussion; Peer group teaching; Peer Group Teaching; Anatomie; Physiologie; Examination; Prüfung; Examen; Unterrichtserfolg
Abstract	One strategy to transform the high attrition rates among community college (CC) students is for CC instructors to utilize the teaching practices shown to most likely lead to student success. CC students and faculty are underrepresented in biology education research (BER), with only 3% of BER articles addressing CC-specific issues (Schinske et al. 2017). This study examines whether the addition of an electronic student response system (SRS), and its proposed ability to facilitate group discussion, would enhance the effects of peer instruction on student performance in a community college anatomy and physiology course. Unit exam scores of students utilizing clickers vs. written responses were compared to determine if the addition of clicker technology to peer instruction increased performance. A MANOVA test revealed no significant differentiation in exam scores between groups. This implies that CC students may respond dissimilarly to previously studied students and that more educational research must be done at community colleges. (As Provided).
Anmerkungen	Human Anatomy and Physiology Society. PO Box 2945, LeGrange, GA 30421. e-mail: editor@hapsconnect.org; Web site: https://www.hapsweb.org/page/hapsed_home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01