Abstract
The use of classroom response systems to promote active learning is growing, but the evidence on whether clicker questions actually help students to learn is mixed. This paper uses formative assessments of individuals to predict their overall achievement instead of comparing the performance of clicker and control groups. It finds that students who answer more daily clicker questions correctly have higher summative assessments, after considering the effects of other important variables. Individuals who understand course content earlier also perform better in the end.
Recommended Citation
(2026)
"Daily Clicker Questions Combat Procrastination,"
Journal of Economics and Finance Education: Vol. 13:
Iss.
2, Article 4.
Available at:
https://scholarship.rollins.edu/jefe/vol13/iss2/4
