AN ANALYSIS OF TECHNOLOGY-ENHANCED PEDAGOGY AND LEARNING: STUDENT RESPONSE SYSTEMS (CLICKERS) - TOOL OR TOY?
Justin Matus, Kristin Summa, Robert Kuschke

Abstract
The purpose of this research was to investigate the effect of technology-enhanced pedagogy on student learning. Three teaching environments were examined including a traditional lecture method, an on-line environment and a student response system, more commonly called “clickers”. A counterbalanced design using three intact classes of upper level college business students enrolled in a capstone business strategy course comprised the study population (n = 62). Student learning was measured via standardized textbook chapter tests. Statistical analysis was performed using SPSS. A 3 x 3 mixed factorial (repeated measures) ANOVA procedure did not detect any statistically significant differences between the three groups’ learning, regardless of the teaching method.

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