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“CLICKERS” AND METACOGNITION:
HOW DO ELECTRONIC RESPONSE DEVICES (“CLICKERS”) INFLUENCE STUDENT METACOGNITION?
by
Melanie Manke-Brady
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2012
Copyright 2012 Melanie Manke-Brady
Object Description
| Title | “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition? |
| Author | Manke-Brady, Melanie L. |
| Author email | melanilb@usc.edu;melaniebrady2000@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2012-03-12 |
| Date submitted | 2012-05-07 |
| Date approved | 2012-05-08 |
| Restricted until | 2012-05-08 |
| Date published | 2012-05-08 |
| Advisor (committee chair) | Seli, Helena |
| Advisor (committee member) |
Burch, Patricia Keim, Robert |
| Abstract | The purpose of this study was to examine whether electronic response systems influence student metacognitions in large lecture settings, and how metacognitive processes are influenced. Moreover, this study compared electronic response systems with a low technology system and sought to establish whether differences exist in how the two response systems influence metacognition. The design of the study was quasi-experimental, and employed both quantitative and qualitative measures with multiple groups and multiple points of data collection. A context was selected that utilized electronic response systems as a part of the instructional design of the course and in conjunction with instructional strategies (e.g., questioning, and Peer Instruction). Three sections of the same undergraduate educational psychology course with the same instructor and instructional design were utilized in the study. There were a total of 198 participants, 33 in the Summer Group, 87 in the Fall experimental (“clickers”) group and 78 in the Fall (paddles) comparison group. The study found that metacognitions are influenced more by the low technology response systems than by “clickers,” but performance outcomes were significantly higher with “clicker” use (p < .01). Results from the study indicate that metacognitive processes are influenced by response systems and there are similarities and difference in the influence of the two response systems. This study found that the low technology response system resulted in negative feelings because answers were visible to peers before the correct response was indicated. This resulted in students changing responses based on perceived pressure from the group. While this resulted in more metacognition than “clickers,” the visible nature of the low technology device generated negative feelings which may indicate that this method of response may have been an impediment to learning goals and creating a learner-centered environment. The use of “clickers” seems to influence honesty and reduce the conformity effects to which students are prone. Results indicate that it may be useful to view metacognitions as productive or unproductive, and in the case of response systems, as having a self-reflective or group reflective quality. In addition the respondents who experienced enhanced learning outcomes with “clickers” were the participants who had low to average performance outcomes as compared to participants who tended to have higher performance outcomes. Participants who had higher outcomes experienced the least benefits and may have had consistent performance outcomes regardless of the response device in use. |
| Keyword | metacognition; metacognitive self-regulation; clickers; electronic response systems; electronic polling; electronic polling devices; comparative study for response devices; low technology versus high technology response systems;verses high technology polling systems;learner-centered environments; technology in large undergraduate lectures; clickers and undergraduate large lectures; productive and unproductive metacognitions;clickers and instructional strategies; performance outcomes and clickers; increased performance outcomes and polling devices;meaningful metacognitions;quality of metacognitions elicited;clickers and enhanced learning outcomes; enhanced learning outcomes for undergraduates with low to average performance outcomes; students with higher performance outcomes experienced the least benefits; negative feelings and low technology polling devices; clickers and honesty; clickers and anonymity; self-reflective quality of clickers; group reflective quality; self-reflective quality; reduce conformity effects; conformity effects in large lecture context; conformity effects and undergraduates; clickers and instructional strategies produce higher outcomes;low technology polling and disruption of the learning process; anonymity and internal reflections; influencing productive metacognitions in undergraduates;accurately assess conceptual understanding during lecture; clickers provide timely and specific feedback |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m |
| Rights | Manke-Brady, Melanie L. |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume4/etd-MankeBrady-806.pdf |
Description
| Title | Page 1 |
| Full text | “CLICKERS” AND METACOGNITION: HOW DO ELECTRONIC RESPONSE DEVICES (“CLICKERS”) INFLUENCE STUDENT METACOGNITION? by Melanie Manke-Brady A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2012 Copyright 2012 Melanie Manke-Brady |
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