student and faculty perceptions of clicker value in cross-disciplinary course settings
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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 - PowerPoint PPT PresentationTRANSCRIPT
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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
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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
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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/
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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
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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
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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.
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Pre Chapter EvaluationThe ozone hole is prominent on Earth over which region?
a) North Americab) Europec) Antarcticad) Africa
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45
A B C D
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Pre-Test EvaluationThe ozone hole is prominent on Earth over which region?
a) North Americab) Europec) Antarcticad) Africa
0
10
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A B C D
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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
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40
50
60
70
A B C D
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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
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15
20
25
30
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A B C D
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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
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A B C D
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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
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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
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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
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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.”
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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.”
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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.
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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