Bursic, K. M. (2012, June), Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21237

\bibitem{asee_peer_21237}
  Bursic, K. M. (2012, June), \emph{Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21237

Karen M. Bursic.  "Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21237 Internet.  12 Dec, 2024

\bibitem{asee_peer_21237}
  Karen M. Bursic.
  "Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21237 Internet.  12 Dec, 2024

@INPROCEEDINGS{asee_peer_21237
author = "Karen M. Bursic"
title = "Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21237}
number = {10.18260/1-2--21237}
}

TY  - CPAPER
AB  - Does the use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?Response devices or “clickers” are seeing increased use in many engineering classrooms. These devicesallow students to anonymously respond to a question posed by the instructor and then compare theirresponse to the rest of the class. They are an active learning tool that can be used to increase studentengagement in the classroom and assist faculty in understanding what their students know and don’tknow. But do they increase conceptual understanding of course concepts (that is, do they improvelearning)? This paper reports on an experiment in which several sections of an engineering economycourse at a large university are compared. Each section was taught by the same instructor, who usedthe same lecture notes, homework, quizzes, projects and so forth. The only difference was the use ofclickers in the classroom in the experimental section. Two control sections were used to compareagainst the experimental section, one in which a different text was used but consisted of similarstudents (sophomore industrial engineering students – previous academic year) and one in which thesame textbook was used but consisted of students from non-IE engineering disciplines (same academicyear). To assess learning, an engineering economics concepts inventory was given to all sections of thecourse both at the beginning (pre) and end of the semester (post). While a gain in the average conceptinventory score is certainly expected in any section of the course, this paper reports on whether a largergain is seen in the experimental section (using clickers). In addition, students’ evaluation of teachingsurveys are also used to determine if other differences are apparent between the sections.
AU  - Karen M. Bursic
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Does the Use of Clickers Increase Conceptual Understanding in the Engineering Economy Classroom?
UR  - https://peer.asee.org/21237
DO  - 10.18260/1-2--21237
ER  -