Abstract
A small number of research studies exist regarding the effectiveness of clickers as a pedagogical tool, specifically in improving nursing students' examination performance in the classroom. A pretest and posttest design with a comparison group was used to determine whether there was a relationship between the use of clickers (independent variable) and nursing students' examination performance in an adult health course (dependent variable). Independent samples t tests revealed that the control group showed greater improvement in scores postintervention than did the experimental group. Therefore, the use of clickers was not effective in increasing nursing students' examination scores in an adult health course.
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