An Examination of Clickers in an Informal Educational Setting: Quantitative Improvements in Knowledge Gain for North Carolina Cooperative Extension Pesticide Applicator Training

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Title: An Examination of Clickers in an Informal Educational Setting: Quantitative Improvements in Knowledge Gain for North Carolina Cooperative Extension Pesticide Applicator Training
Author: Denlea, Gregory
Abstract: Denlea, Gregory. Masters of Environmental Assessment. An Examination of Clickers in an Informal Educational Setting: Quantitative Improvements in Knowledge Gain for North Carolina Cooperative Extension Pesticide Applicator Training In 2012, the Extension Toxicology program at North Carolina State University (NCSU) received an award for pilot funds from the University of Kentucky’s Southeast Center for Agricultural Health and Injury Prevention to examine the effectiveness of audience response systems (ARS, “clickers”) in enhancing pesticide applicator safety and health training programs. Data was collected on pesticide applicator audiences’ learning and receptiveness to the technology. The pilot project assessed the impact of ARS on pesticide applicators’ learning and the potential for statewide expansion of ARS implementation in pesticide applicator programs. This paper contains the quantitative analyses of pre-intervention (without clickers) and post-intervention (with clickers) knowledge gains for pesticide applicators located in the 5 North Carolina (NC) Cooperative Extension Districts who participated in this pilot project. A questionnaire (see Appendix 1) was administered both before and after pesticide applicator required training to assess content knowledge, with each pesticide applicator serving as his/her own control. The quantitative results show that more pesticide applicators gave correct answers to the multiple choice questions after the sessions conducted using clickers (post-intervention) than provided correct answers after sessions without clickers (pre-intervention). Data collected for this pilot also suggests that the use of clickers has a positive impact on learning outcomes regardless of the education level, age, or experience of the pesticide applicator. Some implications are identified and recommendations are suggested regarding the on-going use of clicker technology for pesticide applicator training sessions.
Date: 2014
URI: http://www.lib.ncsu.edu/resolver/1840.4/8296


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