Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners.
The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi‐experimental design and a pretest/posttest set‐up. Subjects consisted of 156 K‐8 students in Tehran during 2016–2017, sel...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 1; pp. 82 - 89 |
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| Autores principales: | , , , , |
| Formato: | research randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=134200914&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 134200914 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2019 vid: 35 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 134200914 134200914 134200914 10.1111/jcal.12313 134200914 ppf: 82 ppct: 7 formats: tig: atl: Effectiveness of clicker‐assisted teaching in improving the critical thinking of adolescent learners. aug: au: Ghanaat Pisheh, Etrat AlZahra NejatyJahromy, Yaser Gargari, Rahim Badri Hashemi, Touraj Fathi‐Azar, Eskandar affil: Institute for Physical and Theoretical Chemistry, University of Bonn, Bonn Germany sug: subj: Education, Non-Traditional Critical Thinking Education Teaching Methods Educational Technology Utilization Educational Technology Equipment and Supplies Learning Evaluation Outcomes of Education Human Iran Male Female Students, Middle School Cluster Sample Randomized Controlled Trials Random Assignment Quasi-Experimental Studies Pretest-Posttest Design Analysis of Covariance Descriptive Statistics Male Female ab: The effect of the implementation of student response systems (SRSs) in teaching on the critical thinking (CT) of young students was investigated. The study benefited from a quasi‐experimental design and a pretest/posttest set‐up. Subjects consisted of 156 K‐8 students in Tehran during 2016–2017, selected through a multistage cluster sampling, and randomly assigned to either the experimental group (EG) or the control group (CG). The regular curriculum of the students contained a weekly session of a course titled "Thinking and Lifestyle." Ten sessions of the course were conducted using SRS (aka clickers) for EG, whereas CG kept receiving the same content in the conventional form. The teaching period was followed by the posttest. ANCOVA showed that, in contrast with CG, EG scored significantly higher on CT test after the intervention. The effect was shown to be only significant for the students at the lower side of the performance spectrum. Thus, in this inaugural study of clickers in schools in Iran, it was empirically demonstrated that clickers, as a relatively new piece of technology, can be successfully utilized during early adolescence in the pedagogical strategies in general and for the improvement of CT of students in particular. Lay Description: What is already known about this topic: For improvement in the critical thinking of learners as an essential objective of education, different approaches have been previously taken.The performance of student response systems at the K–12 level has not been studied as extensively as the collegiate level.What this paper adds: Success of clickers at the core of a question‐driven instructional set‐up for teaching critical thinking to K–8 students is empirically demonstrated.The reported results further enrich the body of literature on the pedagogy of critical thinking and the use of clicker technology for learners in their early teen years.Implications for practice and/or policy: The findings of this work encourage both practitioners and policy makers to take further steps towards more extensive incorporation of student response systems in the instructional strategies/designs for teaching of complex skills and tasks to adolescent learners. pubtype: Academic Journal doctype: research randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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