International Journal of Teaching and Learning in Higher Education
Effects of Student Response System in University Foundation Courses – Excerpts from a Doctoral Study
Abstract
This paper is an excerpt on the author's doctoral study titled “Effects of Student Response System in University Foundations (UF) Courses.” This quasi-quantitative study explored the effects of iClicker technology on students’ academic performance based on final course grades, participation, and attendance in university foundation courses. This study evaluated data from 7,812 participants between spring 2017 to autumn 2019. The logistic regression analysis showed that for students in the clicker group, the odds of earning a final grade of A or B increased by a factor of 1.28 for each one standard deviation increase in participation z-score, controlling for other independent variables. The overall findings from the data analysis revealed a significant difference in final course grades for students in the clicker group than for students in the non-clicker group.
Recommended Citation
Tuttle, G. M.
(2026)
"Effects of Student Response System in University Foundation Courses – Excerpts from a Doctoral Study,"
International Journal of Teaching and Learning in Higher Education: Vol. 36 : Iss 1, Article 9.
DOI: https://doi.org/10.7771/1812-9129.1046