USE OF “CLICKERS” IN PRACTICAL SESSIONS: CIVIL ENGINEERING AND HISTORY DEGREES

Abstract

This work studies the impact on students’ performance of inserting student-response-systems in practical lessons at the University of Córdoba. Innovative methodologies based on student-response-systems has been developed to be implemented during practical lessons in higher education. A pretest-posttest design is developed and presented in this work to assess the evolution in performance by the students of third course in Civil Engineering Grade at the University of Córdoba during a single course. Finally, motivational questionnaire towards the use of the innovative methodologies and clikers are filled by the students belonging to both Civil Engineering and History grades. The results of this pilot experience show a positive impact on the students’ performance by a rapid feedback, in which a conceptual reminder at the beginning of the practical lessons allow to boost the enhancement. The motivational questionnaires described an overall positive students’ awareness of the use of the methodologies and clickers. Both motivation and engagement are boosted by the application of the conceptual reminder at the beginning of the practical lessons and, therefore, its consideration is recommended.