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Autor/inn/en | Ghanaat Pisheh, Etrat AlZahra; NejatyJahromy, Yaser; Gargari, Rahim Badri; Hashemi, Touraj; Fathi-Azar, Eskandar |
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Titel | Effectiveness of Clicker-Assisted Teaching in Improving the Critical Thinking of Adolescent Learners |
Quelle | In: Journal of Computer Assisted Learning, 35 (2019) 1, S.82-88 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (NejatyJahromy, Yaser) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0266-4909 |
DOI | 10.1111/jcal.12313 |
Schlagwörter | Audience Response Systems; Handheld Devices; Educational Technology; Elementary Education; Teaching Methods; Conventional Instruction; Instructional Effectiveness; Intervention; Early Adolescents; Children; Kindergarten; Foreign Countries; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Iran (Tehran) Unterrichtsmedien; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Child; Kind; Kinder; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08 |
Abstract | 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. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |