Abstract:

Student response systems and audience response keyboards, or “clickers,” is a method that is being increasingly used in the university education. This paper aims to identify to what extent the interaction between the cooperative learning and the use of clickers can Foster the theory learning of a subject, specifically, Fundamentals of Marketing, in a Spanish public university. We have taken a sample of 373 students out of a universe of 392 students from three different degrees: Business Administration; Finance and Accounting and Economics. The theory of the subject was divided into 7 lessons and, at the end of each one, the students, in groups, had to answer a set of test questions regarding the lesson. We collected the average grade obtained by each team with the clickers (EDUTEAM). At the end of the semester, the students were asked to evaluate the contribution of their teammates to the grade obtained by the team (EDUPEER). Finally, we obtained the individual grade of each student from the subject exam (INDACHI). The aim of this paper is knowing to what extent the grade obtained by the student (INDACHI) has been influenced by the training with the clickers in teams (EDUTEAM), the engagement with the team (EDUPEER) and the previous academic record (AVESCORE), using gender and degree as control variables. In this paper we show the results obtained.

Keywords:

Clickers, cooperative learning, individual achievement, peers evaluation.