Student and Faculty Perceptions of Clicker Value in Cross-Disciplinary Course Settings

Student and Faculty Perceptions of Clicker Value in Cross-Disciplinary Course Settings

Harry Pylypiw, Department of ChemistryJames Kirby, Department of ChemistryDeborah Clark, Department of BiologyQuinnipiac University, Hamden, CT

Innovative Pedagogy & Course Redesign IXFairfield University, June 4, 2009

Background: Use of Clickers•Attendance•Graded in-class assessments•Pre-chapter, pre-test review, group

problem solving•Formative and summative assessment of

learning outcomes•Stimulation of discussion•Feedback to instructor on weak/strong

areas

Clickers Used• Cost of one set 32 clickers

+ 1 receiver (~$900)• PowerPoint or stand-alone

program

• Students purchase clickers (~$50-70/clicker)

• Receiver and program provided to adopters with sufficient student saleshttp://www.qwizdom.com/

http://www.einstruction.com/

Student Demographics

• SC 162: Consumer Science (5 Sections, ~ 28 students/section)▫ Students are non-science majors, mostly

sophomores/juniors▫ Most had not used clickers▫ Used clickers for pre-test review, non-graded▫ Second time through course used as pre-class questions,

and repeated as post-class/pre-test review

• BI 346: Cell Physiology (1 Section, 48 students) ▫ Students are biology, biomedical and psychobiology

students▫ Most had used clickers in at least one class ▫ Gave six graded quizzes throughout semester

Student Demographics

• CH 101: General, Organic and Biological Chemistry (2 sections, ~20 students/section)

▫ Students are Pre-Health: typically Nursing, Athletic Training, Diagnostic Imaging, or Biomedical Marketing majors.

▫ Most had not used clickers▫ Gave 1-8 questions in PowerPoint every day, students awarded

points for correct answers and for attendance

• CH 111: General Chemistry (3 sections, ~27 students/section)▫ Students are science majors (chemistry, biology, psychobiology),

pre-med majors, Physician Assistant, Physical Therapy majors, and Athletic Training majors who plan on graduate school

▫ Most had not used clickers▫ Used as a post-chapter quiz▫ Students worked in groups of 2 - 4

Participant’s Use Clickers

•To turn lickers on, press and hold the white button found at the bottom of the clicker.▫Red light will blink rapidly.

•To turn clickers off, press and hold the white button (may take 5-8 seconds) until all blinking lights are off.

Pre Chapter EvaluationThe ozone hole is prominent on Earth over which region?

a) North Americab) Europec) Antarcticad) Africa

0

5

10

15

20

25

30

35

40

45

A B C D

Pre-Test EvaluationThe ozone hole is prominent on Earth over which region?

a) North Americab) Europec) Antarcticad) Africa

0

10

20

30

40

50

60

70

80

90

A B C D

Pre Chapter EvaluationBased upon molecular structure, which of these atmospheric components cannot contribute to global warming?

a) CO2

b) H2O

c) O2

d) CCl3F 0

10

20

30

40

50

60

70

A B C D

Pre-Test Evaluation

Based upon molecular structure, which of these atmospheric components cannot contribute to global warming?

a) CO2

b) H2O

c) O2

d) CCl3F0

5

10

15

20

25

30

35

40

A B C D

Pre Chapter EvaluationMost of the fresh water supply on Earth is found __________ .

a) in the oceansb) in plant materialc) as clouds in the

atmosphered) in ice caps, glaciers,

and ground water 0

10

20

30

40

50

60

70

80

90

A B C D

Pre-Test Evaluation

Most of the fresh water supply on Earth is found __________ .

a) in the oceansb) in plant materialc) as clouds in the

atmosphered) in ice caps, glaciers,

and ground water 0

10

20

30

40

50

60

70

80

90

A B C D

Comparison of Student Responses to Attitude Survey in Biology, Chemistry, and Science Classes

Percent Agree/Strongly Agree

Question Upper level

Biology (n=50)

GOB Chem (n=45)

General

Chem (n=81)

Science (Sem 1)

(n=94)

Science (Sem 2)

(n=53)

More engaged in class

41 86 88 77 77

My answer was as important as everyone else’s

22 59 70 64 65

Interesting to see class responses

89 88* 77 85 83

More comfortable answering questions

52 86 72 77 74

Liked using clickers 48 82 91 79 80

Range of Student Responses to Attitude Survey in Chemistry and Science Classes

Percent Agree/Strongly Agree

Question GOB Chem

General Chem

Science (Sem 1)

Science (Sem 2)

More engaged in class 83-88 78-100 71-84 61-92

My answer was as important as everyone else’s

59-59 52-67 62-71 53-76

Interesting to see class responses

88 70-82 80-89 82-84

More comfortable answering questions

82-89 67-79 60-83 68-80

Liked using clickers 81-83 85-100 73-83 68-92

Student Comments about “Why clickers were helpful” (SC-162 non-majors Science) n =37• “Clickers were helpful because it allowed me to

submit an anonymous answer. I felt that no matter whether I was right or wrong I would learn from the answer.”

• “It gave everyone a chance to answer rather than singling out one person.”

• “It was easy to give an answer on tough mornings when you haven’t had enough coffee.”

• “They helped keep everyone engaged.”• “I learned from my mistakes.”

Student Comments about “Why clickers were not helpful” (SC-162 non-majors Science) n=6•“There wasn’t much of a point; the

students stopped caring.”•“The clickers squashed class

participation.”•“I don’t feel they were beneficial because I

didn’t learn anything.”•“The questions were good but I don’t like

the idea of using clickers.”

Conclusions

• Graphical display of results prompts class discussion—every answer counts

• Easy grading of quizzes and attendance helps with large classes

• Some differences seen in engagement, comfort level between Biology vs. Chemistry and Science classes▫ Graded/non-graded format? ▫ Frequency of clicker use?▫ Correlated with grades?▫ Cost influences attitudes?

• Technology in some cases not easy to use, added complications of remotes not working, remotes forgotten, etc.

Further Studies

• Individual vs. group questions• Formative vs. summative assessment for student

learning• Types of questions that work best: knowledge vs.

synthesis (Bloom’s Taxonomy*)• Using clickers as incentive for studying• Instructor adaptation to student responses “on

the fly”* http://www.officeport.com/edu/blooms.htm

* http://www.nwlink.com/~Donclark/hrd/bloom.html