In a blended lecture centering exercises the students were asked to solve problems on paper, provided with explanatory materials, further explained by using slides, and then asked to reply their level of understanding by using clickers. They were also asked to reply answers of some computational problems by using the clickers, and to reply with clickers when attendance was checked at the beginning of class. Questionnaire surveys were then carried out both before and after the class to identify how much the degree of recognition and attitude of the students had changed in the classes that utilized the clickers. Analysis results of the surveys have been reported already. Using the reaction of the clicker system, we analyze changes in the response of the problem and the level of understanding, and correlation between them. Then the results are reported.

Author: Isao Miyaji

Published in: London International Conference on Education (LICE-2021)

  • Date of Conference: 22-24 November 2021
  • DOI: 10.20533/LICE.2021.0030
  • ISBN: 978-1-913572-42-6
  • Conference Location: Virtual (London, UK)