During the last week of instruction, students were given the opportunity to evaluate the instructional components of the course, and the use of clickers in an online "Learning Resource Survey" hosted by SurveyMonkey.com. Questions from section II are adapted from the Student Assessment of Learning Gains (SALG) survey (developed by Elaine Seymour, Wisconsin Center for Education Research, University of Wisconsin-Madison), and questions from section III (III.1, III.3, III.5, and III.7) were adapted from a "Clicker Attitude Survey" (N. W. Reay, Lei Bao, and Pengfei Li, Physics Education Research Group, Ohio State University).
These are the complete survey results. Analysis will be forthcoming after more data has been compiled from future semesters. Values for the mean and standard deviations are given next to the modal response category for each question. Note that the order of questions within sections II and III were randomly scrambled for each student.
Learning Resource SurveyThe following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).
Cuesta College
Astronomy 210 Spring Semester 2009 sections 30674, 30676
(N = 50)
I. In order to receive credit for completing this survey,
first enter your first and last name below:
____
II. How much did each of the following aspects of the class help
your learning?
II.1 Lecture by instructor.
1. Strongly disagree 1 : *
2. Disagree 4 : ****
3. Neutral 7 : *******
4. Agree 24 : ************************ [3.9 +/- 1.0]
5. Strongly agree 14 : **************
II.2 Working in groups on in-class activities.
1. Strongly disagree 3 : ***
2. Disagree 3 : ***
3. Neutral 7 : *******
4. Agree 18 : ******************
5. Strongly agree 19 : ******************* [3.9 +/- 1.2]
II.3 Using clickers to participate in class.
1. Strongly disagree 2 : **
2. Disagree 1 : *
3. Neutral 4 : ****
4. Agree 20 : ********************
5. Strongly agree 23 : *********************** [4.2 +/- 1.0]
II.4 Reading the textbook.
1. Strongly disagree 4 : ****
2. Disagree 9 : *********
3. Neutral 15 : *************** [3.3 +/- 1.3]
4. Agree 14 : **************
5. Strongly agree 8 : ********
II.5 Demonstrations/videos in class.
1. Strongly disagree 2 : *
2. Disagree 4 : ****
3. Neutral 9 : *********
4. Agree 17 : *****************
5. Strongly agree 18 : ****************** [3.9 +/- 1.1]
II.6 Interacting with other students during class.
1. Strongly disagree 2 : **
2. Disagree 1 : *
3. Neutral 7 : *******
4. Agree 22 : ********************** [4.1 +/- 1.0]
5. Strongly agree 18 : ******************
II.7 Interacting with other students outside of class.
1. Strongly disagree 3 : ***
2. Disagree 9 : *********
3. Neutral 21 : ********************* [3.1 +/- 1.0]
4. Agree 14 : *******************
5. Strongly agree 3 : ***
III. Answer the following statements which may or may not describe
your beliefs about the use of clickers in this class.
III.1 I like using clickers.
1. Strongly disagree 1 : *
2. Disagree 0 :
3. Neutral 5 : *****
4. Agree 22 : ********************** [4.3 +/- 0.8]
5. Strongly agree 22 : **********************
III.2 Clickers helped me understand lectures better.
1. Strongly disagree 0 :
2. Disagree 5 : *****
3. Neutral 6 : ******
4. Agree 23 : *********************** [4.0 +/- 0.9]
5. Strongly agree 16 : ****************
III.3 I would recommend using clickers in future semesters of this class.
1. Strongly disagree 1 : *
2. Disagree 1 : *
3. Neutral 3 : ***
4. Agree 26 : ************************** [4.2 +/- 0.8]
5. Strongly agree 19 : *******************
III.4 I will avoid other classes using clickers in future semesters.
1. Strongly disagree 23 : ***********************
2. Disagree 25 : ************************* [1.6 +/- 3.2]
3. Neutral 2 : **
4. Agree 0 :
5. Strongly agree 0 :
III.5 Clickers were a positive experience.
1. Strongly disagree 0 :
2. Disagree 2 : **
3. Neutral 5 : *****
4. Agree 20 : ********************
5. Strongly agree 23 : *********************** [4.3 +/- 0.8]
III.6 Too much time in class was spent using clickers.
1. Strongly disagree 14 : **************
2. Disagree 28 : **************************** [2.0 +/- 2.1]
3. Neutral 5 : *****
4. Agree 2 : **
5. Strongly agree 1 : *
III.7 Too many clicker questions were asked.
1. Strongly disagree 18 : ******************
2. Disagree 23 : *********************** [1.9 +/- 2.6]
3. Neutral 7 : *******
4. Agree 2 : **
5. Strongly agree 0 :
III.8 Using clickers was difficult.
1. Strongly disagree 35 : *********************************** [1.3 +/- 4.9
2. Disagree 13 : *************
3. Neutral 2 : **
4. Agree 0 :
5. Strongly agree 0 :
IV. (Optional.) Please type in any comments you may have regarding
the use of clickers in Astronomy 210.
"I left my car clicker in my car and it got all friggin melted. Clickers should be made out of some type of super strong metal that doesn't melt. It still works it just looks all dumb.Previous post:
It pretty much helped me understand better n study for quizes"
"I think clickers help students pay attention to the lectures, knowing they will have to respond to questions. I print out the clicker questions prior to the lecture and consult them while I read the text. I try to answer as many as I can before the lecture. Sometimes I change the answers once I hear more information and gain more understanding from the lectures. The clicker questions, along with the lab sheets are great study tools for exams."
"In the future I think explaining the answer would be helpfuly when the majority of the class gets it wrong the first try."
"Clickers were fun! Many students got a real kick out of it, but they have to be involved with other students and class participation. I feel as though many find the material extremely difficult, but discussing the magnitude of each clicker questions makes them very interesting by opinion, as well as allows the students to gain a TRUE understanding of the subjects studied."
"I think the clickers were fine to use in class during lecture to help get the concepts across, but I did find it very difficult to answer clicker questions before we had even learned about let alone discussed the topic(s) that we were being asked about."
"I felt like clickers could have actually been used a little bit more to go over the material more thoroughly."
"Clickers were a great experience really. I just had a hard time with the quizes because it seemed we got ahead of things in our lecture compared to what we were testing on."
"WOOOOOOOOOOOOOO!"
"i think more clicker use would be good. i also think that better study guides for tests and quizzes would help. It was kind of hard to know what to study in this class."
"I think Clickers would be more effective if we spent review days only doing clicker questions. I think that during some lectures, we spend too much time doing clickers and in class activities."
"LOVED THIS CLASS!!!"
"Class was fun"
"I like clickers and P-dawG!"
"It's comforting to see that other people are confused too."
"I had a fun experience in Astronomy. I went into it thinking it wouldn't interest me, but by the end of the semester i enjoyed learning about it. Pdogg is the man, one of the best teachers ive had throughout my college experience."
"luved the class"
"Clickers are nice, but being taught the material prior to being asked the ?s is imperative."
"it really helped show if the class was understanding the material."
"Helped me have a good stance on knowing what I needed to improve on!"
"Using clickers was so beneficial to the learning experience provided by Dr. Len. Classes that do not use clickers are just short-changing the students education. The clickers are click-tastic!"
"Good learning device! it helps out when we discuss the questions afterwards!! great class"
Education research: preliminary feedback on clickers (Astronomy 210, Cuesta College, Spring Semester 2009)
Discussion of preliminary Astronomy 210 student opinions from this semester.
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