M.I. López Rodríguez1*, J. Palací2, D. G. Palací3
1Prof. Universitat de València (SPAIN)
2Dr. Valencia (SPAIN)
3PhD student Universitat Politécnica de València (SPAIN)
*Corresponding author


The implementation of the degrees in Spanish universities was accompanied by the incorporation in the classrooms of new methodologies and pedagogical tools that sought to answer new questions raised related mainly to a lower presence of students in the classrooms and an increase in their autonomous work.
Several studies have been devoted to the analysis of their use. In the case of one of these tools, the clickers, an electronic voting system that allows real-time monitoring of what happens in the classroom, the results have been very good. Indeed, in almost all the cases in which its use has been incorporated the performance of the students has experienced a remarkable increase and, in addition, their perception regarding its use shows is more than satisfactory.
However, it should be noted that the heterogeneity among the students may influence these conclusions, that is, even if most of the factors involved (such as faculty members, content taught, methodologies and ICTs) were constant it would not be possible, in principle, to predict the results, since the students’ profile is a non-controllable, significant factor.
Thus the objective is to verify the existence of significant differences in the perception, by students, about the use of clickers, having fixed the previously mentioned factors. For this purpose a causal sample of students from a grade offered by the Universitat de València will be used.
The results show differences in their perception about their use, depending on each student’s academic profile, with discrepancies around 30% for some of the qualitative characteristics.
It is concluded, therefore, that it would be advisable to accompany the use of ICTs with a previous assessment of the profiles of the students to whom it will be directed.

Keywords: clickers, profiles, factors, ICT, academic performance.


CITATION: Abstracts & Proceedings of ADVED 2017 - 3rd International Conference on Advances in Education and Social Sciences, 9-11 October 2017- Istanbul, Turkey

ISBN: 978-605-82433-0-9