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

1. Student and Faculty Perceptions of Clicker Value in Cross-Disciplinary Course Settings Harry Pylypiw, Department of Chemistry James Kirby, Department of Chemistry Deborah Clark, Department of Biology Quinnipiac University, Hamden, CT Innovative Pedagogy & Course Redesign IX Fairfield University, June 4, 2009

2. 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

3. 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 sales Clickers Used http://www.einstruction.com/ http://www.qwizdom.com/

4. 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

5. 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

6. 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.

7. Pre Chapter Evaluation The ozone hole is prominent on Earth over which region? • North America • Europe • Antarctica • Africa

8. Pre-Test Evaluation The ozone hole is prominent on Earth over which region? • North America • Europe • Antarctica • Africa

9. Pre Chapter Evaluation Based upon molecular structure, which of these atmospheric components cannot contribute to global warming? • CO2 • H2O • O2 • CCl3F

10. Based upon molecular structure, which of these atmospheric components cannot contribute to global warming? CO2 H2O O2 CCl3F Pre-Test Evaluation

11. Pre Chapter Evaluation Most of the fresh water supply on Earth is found __________ . • in the oceans • in plant material • as clouds in the atmosphere • in ice caps, glaciers, and ground water

12. Pre-Test Evaluation Most of the fresh water supply on Earth is found __________ . • in the oceans • in plant material • as clouds in the atmosphere • in ice caps, glaciers, and ground water

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

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

16. 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.”

17. 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.”

18. 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.

19. 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