Education research: post- feedback on think-pair-share attitudes (Physics 205A, Cuesta College, Spring Semester 2009)

Cuesta College students taking Physics 205A (college physics, algebra-based, mandatory adjunct laboratory) at Cuesta College, San Luis Obispo, CA used clickers (Classroom Performance System, einstruction.com) to engage in peer-interaction ("think-(pair)-share") discussion questions during lecture.

During the last month of instruction, after taking their second and last midterm, students were given the opportunity to evaluate the use of clickers in implementing peer-instruction in an online "Think-Pair-Share Survey" hosted by SurveyMonkey.com.

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.

Cuesta College
Physics 205A Spring Semester 2009 sections 30880, 30881
(N = 34)

I. In order to receive credit for completing this survey,
  first enter your first and last name below:
  ____


II. Recall that for this semester that clickers are used in a think-pair-share
system, where students think and answer individually, and if there is a lack of
consensus, then students pair off and share explanations with each other before
answering again.  Answer the following statements which may or may not describe
your beliefs about think-pair-share in this class.

II.1 I feel comfortable engaging with think-pair-share with other students.
1. Strongly disagree      0 : 
2. Disagree               1 : *
3. Neutral                3 : ***
4. Agree                 14 : **************  [4.3 +/- 0.8]
5. Strongly agree        15 : ***************
   
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree               4 : ****
3. Neutral               15 : ***************  [3.4 +/- 0.9]
4. Agree                  9 : **********
5. Strongly agree         4 : ****

II.3 I change answers more often than I keep the same answer after
think-pair-share.
1. Strongly disagree      0 : 
2. Disagree              11 : ***********
3. Neutral               14 : **************  [2.7 +/- 0.6]
4. Agree                  3 : ***
5. Strongly agree         0 : 

III. (Optional.)  Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.

The following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).

"i love useing the clickers in class. i like trying to defend my answer when we talk with other class mates."

"I think that the Think-Pair-Share system works great because you get to answer the questions during class to the best of your knowledge and then get to see if you are correct. The answers are most of the time explained so it is not just for fun, you actually learn from not only the instructor but your peers as well. This is the first time I have used it and I think it works well."

"I think this is a great way for the students to interact during class. It also helps students sort through problems that their having trouble with."

"I think that the clickers are a great way to participate in class and good tool for talking out concepts with other students."

"Clicker did not help me learn much. I wish you lectured more than you asked clicker questions. Mr. Len, this class has been hard for me because, I needed more explanations in class. Because I didn't understand the material in class, I felt like I been teaching Physics to myself. I also felt like the clicker questions were reaching out only for those who have Physics background but, not for those who are taking it for the first time. This been the hardest semester for me. For the future I recommend that you lecture more (do more example problems) and ask less clicker questions. People who are taking Physics for the first time are feeling lost because, they (I) feel like they (I) have to see problems worked out on the board instead of guessing for the right answer. With respect,
__________"

"i think thats a really good idea"

"I think that the think-pair-share clicker use is very helpful in this class."

"The material can be very difficult so its nice to receive easy participation points while thinking through problems without feeling like if you don't get them right you will lose points."

"I like using the clickers in class. Hardest thing for me is to get these concepts right away. Being my first Physics course it usually takes me reading through the material a few times to really understand the concepts so I feel sometimes I do not get a lot out of the clicker questions until someone explains things to me (and sometimes even then I don't get it). Overall I like using the clickers, it ensures that you listen and focus in class and keeps us involved so we don't get bored."

"Good Stuff"

"Since I am a returning student after 5 years out of school, I have an interesting perspective. I never experienced this type of learning the first time I was here at Cuesta. I feel the clickers and the think-pair-share concept are exceptional learning 'tools' and give them both two thumbs up!!!"

"The Mid term was not that bad, the last question was hard. but you warned us. All in all totally fair."

Previous posts:

Education research: pre- and post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Fall Semester 2008)

Education research: post- feedback on think-(pair)-share attitudes (Astronomy 210, Cuesta College, Fall Semester 2008)