A Comparison of Clicker Effectiveness for Multiple Choice and Quantitative Questions

This article describes an empirical study of clicker effectiveness in an undergraduate operations management course. The study compares the performance of students in clicker sections with those in non-clicker sections on two types of exam questions, open-ended quantitative and multiple choice qualitative. Results show that the use of clickers during class lectures had a statistically significant impact on performance on open-ended quantitative exam questions, but no measurable impact on multiple-choice qualitative exam questions.

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