ACTIVE LEARNING AND HEUTAGOGY USING CLICKER TECHNOLOGY TO ENHANCE STUDENT LEARNING AND IMPROVE PASS RATE

Active learning is learning by doing, an approach that encourages students to actively engage with course content. It is pointed out that technology is an integral part of active learning that focuses on student engagement in the learning process. In most higher education institutions (HEIs) it is compulsory for lecturers to deliver learning content with the integration of technology. Personal computing devices and the networks which connect individuals offer lecturers opportunities to expand their teaching repertoires. For these lecturers, the 21st century technologies have changed the manner in which they deliver, support and enhanced student learning. Clicker technologies are most effective when used in combination with active teaching strategies such as discussion and group activities which encouraged class engagement. These activities promote heutagogy or self-determined learning. In fact, clicker technology assists lecturers to move from teacher-centred approaches to more learner-centred approaches in teaching as well as to promote active learning which influence positively on students pass rate. The problem in the current study was that students were passive in class. In most cases, they listened to the lecturer. There was lack of activities that promotes participation and interaction, working together, collaboration between themselves and the content, between student and student and amongst students and lecturers during class. In fact, lecturer-centred approach was dominant; as a result this led to the low pass rate and lack of interest in the mathematics amongst students. The purpose of the current study was to investigate whether active learning and heutagogy using clicker technology can enhance learning and improve student pass rate. The study question was: How can active active learning and heutagogy using clickers in class enhanced student learning and improve pass rate? In order to answer the questions a mixed method was used. Participants were 345 students registered for Mathematics I and II at a study university of technology in South Africa. This article reports on the effective use of active learning and heutagogy using clicker technology to enhance student learning and improve pass rate. In order to do this, firstly a Technology Engagement Teaching Strategy (TETS) was applied to promote self-directed learning, participation and engagement during the teaching and learning process in class. Secondly, weekly clicker continuous assessments were conducted in order to establish the changes in students’ academic performance. Finally, a survey questionnaire was administered. Students’ perspectives and their experiences of using clickers in a mathematics course were also examined using the same questionnaire. The results showed that the usefulness of active learning and heutagogy using clicker technology enhances students learning and improve pass rate. It is crucial that lecturers acquire adequate skills and knowledge about using clicker technology in their contexts. Among others such skills should include an understanding of issues relating to technology-enhanced behaviourism, constructivism, and heutagogical approaches.