The Impact of Peer Instruction Pedagogy and Clicker Technology On Student Learning and Attitudes Toward Learning in a Large Upper-Division Political Science Course

30 Pages Posted: 2 Feb 2012 Last revised: 17 Feb 2012

See all articles by Maureen Feeley

Maureen Feeley

University of California, San Diego (UCSD)

Date Written: 2012

Abstract

The academic literature on teaching and learning has convincingly demonstrated a strong causal link between students’ active engagement in course content through class discussion and student learning outcomes. A central challenge faculty face in teaching large undergraduate courses (150 students) is providing students with meaningful opportunities for discussion and engagement. This study assesses the impact of Peer Instruction (PI) pedagogy and clicker technology as a means to enhance student participation, learning, and attitudes toward learning in a large upper-division political science course. It finds that Peer Instruction with the use of clickers not only improves student learning outcomes at statistically significant levels, but also positively promotes student engagement in the course, motivation to learn, and attitudes toward learning.

Suggested Citation

Feeley, Maureen, The Impact of Peer Instruction Pedagogy and Clicker Technology On Student Learning and Attitudes Toward Learning in a Large Upper-Division Political Science Course (2012). APSA 2012 Teaching & Learning Conference Paper, Available at SSRN: https://ssrn.com/abstract=1997648 or http://dx.doi.org/10.2139/ssrn.1997648

Maureen Feeley (Contact Author)

University of California, San Diego (UCSD) ( email )

9500 Gilman Drive
Mail Code 0502
La Jolla, CA 92093-0112
United States

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