Students’ Perspectives on Using Clickers in Classroom Instruction

Liyan Song Cora Roushlsong@towson.edu roushc@sgasd.org

Towson UniversitySITE 2010

Clickers: Definition and Characteristics- Resemble a TV remote control- Have numbered and lettered buttons thatstudents can push to enter their answers- Questions typically formed in a multiple-choice or true-or-false format (Herreid, 2006)

Clickers: Also Known As…

• Classroom Response Systems• Student Response Systems• Pupil Response Systems• Personal Response Systems• Audience Response Technology

The questions are displayed on the classroom overhead screen, usually within a PowerPoint presentation (Ribbens, 2007).

Clickers: How They Work

Clickers: How They Work, Continued

• The answers are transmitted by either infrared or radio frequency signal and picked up by a receiver which relays them to a classroom computer (Herreid, 2006).

• The data can be stored and retrieved later, either as an anonymous record or by identification with a personal ID (Herreid, 2006).

Clickers: How They Work, continued

• Immediately, the results can be displayed in the form of a chart on the computer screen and then projected for the class.

• Rapid presentation of descriptive statistics (Cleary, 2008)

Research on Clickers

• Most research – has been conducted in higher education settings

• attendance • make lectures more active and interesting• formative & summative assessments (Gauci, et. al,

2009)– compares the use of Clickers with traditional

lectures (Stowell & Nelson, 2007)

Our Study• 6 high school Spanish classes• 87 out of 120 students completed the survey

(MacGeorge, et. al, 2008) and 57 participated in the follow-up blog interview

• Investigated the impact of Clickers on:– Students’ preparation prior to class– Students’ learning of the class materials– Students’ participation in class activities– The ease of using Clickers

87.24% Caucasian

2.3% Other

1.1% Missing 4.6% Hispanic

3.4% African American

1.1% Asian

Participants

• Gender– 72% female; 27% male

• Grade– 20.7% freshmen– 13.8% sophomores– 32.2% juniors– 33.3% seniors

• Prior experience– 80% no; 20% yes

• Ethnicity

Survey Instrument• MacGeorge, et. al.

(2008) (with modifications)

• Likert scale questions (strongly agree to strongly disagree)

• Main categories: - preparation - learning- participation- use of Clickers

Interview• Used a password-protected, anonymous blog for the

interview• Interview Questions:

– What usages of Clickers in the classroom did you find helpful? – Do you feel that using Clickers in class helped you understand class material? Please

explain.– Do you feel using Clickers in class helped you succeed in class? Please explain.– Do you feel using Clickers in class helped you better prepare for exams, quizzes, or

assignments? Please explain.– Do you feel that you did more preparation prior to class because of the use of Clickers?

Please explain.– Do you feel that using Clickers in class helped motivate you to study for the class? Please

explain.– Do you feel the time spent on Clickers in class was well spent? Please explain.– Do you feel that it was easy to use Clickers?

1. Findings: Preparation• The use of Clickers did not seem to help motivate students to prepare more

before class.

• “The clickers did not motivate me to study for the class any more than I have been. For me, it was simply a check on if I am keeping up with my studies or not.”

Using Clickers made me more likely to review my notes

prior to class

Using Clickers encouraged me to do readings prior to class

Because we use Clickers, I prepare

for class more than I would otherwise

Strongly Agree 9.2%Agree 17.2%Neutral 47.1%Disagree 25.3%Strongly Disagree 1.1%

Strongly Agree 4.6%Agree 16.1%Neutral 46%Disagree 32.2%Strongly Disagree 1.1%

Strongly Agree 6.9%Agree 13.8%Neutral 39.1%Disagree 37.9%Strongly Disagree 1.1%

2. Findings: Learning• Students generally perceived that the use of Clickers

helped them become aware of…– whether they understood the class materials well – areas where they needed to work more– “It showed me what I needed to go over in my spare time. It

also showed me what I had forgotten over the year.”

• The majority (96%) of the participants agreed (43%) or strongly agreed (53%) that the use of Clickers made it easier for them to tell whether they were mastering class material.

Findings: Learning, continuedMy knowledge of class material is improved by

using Clickers.

I understand more in class because we use Clickers.

44.8% Agree

18.4% Neutral

31% Strongly Agree

5.7% Disagree

Clickers helps me learn class

material better.

32.2% Strongly Agree

40.2% Agree

19.5% Neutral

6.9% Disagree

1.1% N/A

26.4% Strongly Agree

36.8% Agree

25.3% Neutral

10.3% Disagree

1.1% N/A

3. Findings: Participation

• The use of Clickers did not have a strong positive impact on students’ attendance in class.

• However, when asked if the use of Clickers helped them engage more in class, most students agreed or strongly agreed. – 69% of the participants agreed (45%) or strongly agreed

(24%) that using Clickers made them more attentive during lecture or other class activities.

– 87% of participants agreed (53%) or strongly agreed (34%) that using Clickers helped them focus on the subject matter during class.

I feel more engaged during class.

I have a greater sense of participation in class.

My interest is heightened in whatever else

we do during class.11.5% Neutral4.6% Disagree39.1% Strongly Agree44.8% Agree

Findings: Participation, Continued

31% Strongly Agree

56.3% Agree

11.5% Neutral

1.1% Disagree

44.8% Agree

39.1% Strongly Agree

11.5% Neutral

4.6% Disagree

42.5% Agree

26.4% Neutral

24.1% Strongly Agree

5.7% Disagree

1.1% Missing

87% 84% 67%

I have thought about not answering or actually did not answer a Clickers questions because I was afraid someone near me would see how I answered.

I am concerned about other students seeing how I answer.

2% Neutral23% Disagree

75% Strongly Disagree

3% Agree9% Neutral

29% Disagree59% Strongly Disagree

4. Findings: Use of Clickers• Students did not seem to be concerned about

whether their classmates would know how they answered questions using Clickers.

Findings: Use of Clickers, continued

• This study also asked if students enjoy using Clickers. – 93% strongly agreed (55.2%) or agreed (37.9%)

that using the Clickers is fun.– 89% strongly agreed (47.1%) or agreed (41.4%)

that it is exciting to answer questions using Clickers technology.

Findings: Use of Clickers, continued Using Clickers is easy. Using Clickers is pretty hard.

2.3% Missing

80.5% Strongly Disagree

1.1% Neutral

16.1% Disagree

75.9% Strongly Agree

20.7% Disagree

3.4% Neutral

Findings: Use of Clickers, continuedI wish we spent

less time using Clickers.Time spent using

Clickers is time well spent.

4.6% Agree

41.4% Strongly Disagree

55.2% Agree

34.5% Strongly Agree

10.3% Neutral

43.7% Disagree

8% Neutral

1.1% 1.1% Disagree Missing

85% 90%

ConclusionThe Use of Clickers Increases Students’…

The Use of Clickers Decreases Students’…

The Use of Clickers Does Not Seem to Affect Students’…

- enjoyment & excitement- active learning & engagement- participation- understanding & learning- awareness of their mastery of class material understanding of class material & where more practice is needed- attention & focus

- apathy & boredom- anxiety

- attendance rates- preparation for class

Discussion

• Future research: – impact on teachers’ instructional practice– best practices on the use of Clickers in classroom

instruction