INCLUSIVE CLASSROOMS IN ECONOMICS: UNDERSTANDING STUDENT ENGAGEMENT USING MENTIMETER

Abstract

In this paper, I examine whether different types of non-game-based audience polls affect students’ in-class performance and participation. I administered two types of Mentimeter polls in small group classroom setting for two first-year undergraduate Economics courses, one timed quiz and the other an un-timed quiz. Using ordinary least squares methods, my analysis indicates that students seemed to perform 16-17% worse in timed quizzes. Interestingly, contrary to the existing literature, female students did not perform worse in these quizzes. Students were quite keen to participate in both types of quizzes with an overall average of approximately 80% completion. Finally, students’ gender does not affect their participation or performance conditional on the gender of the tutorial leaders