It appears you don't have support to open PDFs in this web browser. To view this file, Open with your PDF reader
Abstract
This study investigated the influence engaging technology has on course retention rates in community colleges. The engaging technology used in this study was course response systems, also known as clickers. Four Maryland community colleges participated in the study and the results indicated that there is a difference in course retention rates of courses that use clickers and courses which do not use clickers. Courses that used clickers had a significantly higher course retention rate. The variables of student generation and student gender were also evaluated and found to have no significant influence on course retention rates for courses that use clickers. In this study, both parametric and nonparametric tests were used to evaluate the data. This study provided information on technology's influence on course retention, which was previously absent from the literature.
You have requested "on-the-fly" machine translation of selected content from our databases. This functionality is provided solely for your convenience and is in no way intended to replace human translation. Show full disclaimer
Neither ProQuest nor its licensors make any representations or warranties with respect to the translations. The translations are automatically generated "AS IS" and "AS AVAILABLE" and are not retained in our systems. PROQUEST AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY, ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR PURPOSE. Your use of the translations is subject to all use restrictions contained in your Electronic Products License Agreement and by using the translation functionality you agree to forgo any and all claims against ProQuest or its licensors for your use of the translation functionality and any output derived there from. Hide full disclaimer