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Significant returns in engagement and performance with a free teaching app

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  • Alan Green

Abstract

Pedagogical research shows that teaching methods other than traditional lectures may result in better outcomes. However, lecture remains the dominant method in economics, likely due to high implementation costs of methods shown to be effective in the literature. In this article, the author shows significant benefits of using a teaching app for clicker questions and exit tickets (a digital one-minute paper) in lectures with minimal time commitment and outside preparation. The use of the teaching app improved exam performance by over 8 percent, on average, compared to a control section of traditional lecture and discussion in principles classes.

Suggested Citation

  • Alan Green, 2016. "Significant returns in engagement and performance with a free teaching app," The Journal of Economic Education, Taylor & Francis Journals, vol. 47(1), pages 1-10, January.
    • Handle: RePEc:taf:jeduce:v:47:y:2016:i:1:p:1-10
    DOI: 10.1080/00220485.2015.1106359
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    Cited by:

    1. Omar Altwijri & Elham Alsadoon & Ahmad Abdul-Wahhab Shahba & Walid Soufan & Saud Alkathiri, 2022. "The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    2. Green, Alan, 2024. "Are we doing homework wrong? The marginal effect of homework using spaced repetition," International Review of Economics Education, Elsevier, vol. 46(C).

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