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.
Cuesta College
Chemistry 210FL Fall Semester 2008 sections 70337, 71810, 71813, 72093
(N = 37)
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 0 :
2. Disagree 0 :
3. Neutral 2 : **
4. Agree 22 : ********************** [4.3 +/- 0.6]
5. Strongly agree 13 : *************
II.2 Working in groups on FAL (Facilitated Assisted Learning) activities.
1. Strongly disagree 0 :
2. Disagree 4 : ****
3. Neutral 1 : *
4. Agree 20 : ******************** [4.1 +/- 0.9]
5. Strongly agree 12 : ************
II.3 Using clickers to participate in class.
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 16 : ****************
4. Agree 14 : ************** [3.7 +/- 0.8]
5. Strongly agree 6 : ******
II.4 Reading the textbook.
1. Strongly disagree 1 : *
2. Disagree 1 : *
3. Neutral 9 : ********* [3.9 +/- 0.9]
4. Agree 16 : ****************
5. Strongly agree 10 : **********
II.5 Demonstrations/videos in class.
1. Strongly disagree 0 :
2. Disagree 2 : **
3. Neutral 20 : ********************
4. Agree 10 : ********** [3.5 +/- 0.8]
5. Strongly agree 5 : *****
II.6 Interacting with other students during class.
1. Strongly disagree 0 :
2. Disagree 1 : *
3. Neutral 4 : ****
4. Agree 19 : ******************* [4.2 +/- 0.7]
5. Strongly agree 13 : *************
II.7 Interacting with other students outside of class.
1. Strongly disagree 0 :
2. Disagree 2 : **
3. Neutral 7 : *******
4. Agree 14 : ************** [4.1 +/- 0.9]
5. Strongly agree 14 : **************
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 4 : ****
3. Neutral 9 : *********
4. Agree 19 : ******************* [3.6 +/- 0.9]
5. Strongly agree 4 : ****
III.2 Clickers helped me understand lectures better.
1. Strongly disagree 1 : *
2. Disagree 7 : *******
3. Neutral 20 : ******************** [3.1 +/- 0.8]
4. Agree 7 : *******
5. Strongly agree 2 : **
III.3 I would recommend using clickers in future semesters of this class.
1. Strongly disagree 1 : *
2. Disagree 1 : *
3. Neutral 11 : ***********
4. Agree 18 : ****************** [3.7 +/- 0.9]
5. Strongly agree 6 : ******
III.4 I will avoid other classes using clickers in future semesters.
1. Strongly disagree 12 : ************
2. Disagree 12 : ************ [2.1 +/- 2.1]
3. Neutral 11 : ***********
4. Agree 2 : **
5. Strongly agree 0 :
III.5 Clickers were a positive experience.
1. Strongly disagree 2 : **
2. Disagree 1 : *
3. Neutral 13 : *************
4. Agree 16 : **************** [3.6 +/- 1.0]
5. Strongly agree 5 : *****
III.6 Too much time in class was spent using clickers.
1. Strongly disagree 6 : ******
2. Disagree 20 : ******************** [2.2 +/- 1.2]
3. Neutral 8 : *******
4. Agree 3 : ***
5. Strongly agree 0 :
III.7 Too many clicker questions were asked.
1. Strongly disagree 7 : *******
2. Disagree 18 : ****************** [2.1 +/- 1.3]
3. Neutral 10 : **********
4. Agree 1 : *
5. Strongly agree 0 :
III.8 Using clickers was difficult.
1. Strongly disagree 18 : ******************
2. Disagree 15 : *************** [1.6 +/- 3.0]
3. Neutral 3 : ***
4. Agree 0 :
5. Strongly agree 0 :
IV. (Optional.) Please type in any comments you may have regarding
the use of clickers in Chemistry 210FL.
"They were alright."Previous post:
"great teacher."
"The clickers were a cool way to earn easy points...this is probably their biggest benefit...they also make it easier to take quizes... they also make it easier to get involved and talk with other people in class. I would be glad to use them again in another class..."
"My clicker did not work for two classes and it was frustrating."
"They were helpful and good for the extra points. The clicker quizzes made us really look at the practice problems and that helped for the learning process."
"CHEMESTRY CHANGED MY LIFE!"
"To begin with in this class, I did not like the idea of buying a clicker and having to pay for registration fee for it. The reason for it was because I was short on cash and I also believed that clickers were a waist of money. But know, when I think about it clickers are a good tool to use in a class like ours. 1) It makes grading for the teacher easier 2) With the permission of the teacher clicker problems help class mates to interact with each other on Jump Start Questions. 3) It also helps students interact with the teacher in class during lecture. For spring semester I am taking a physics class that uses clickers in class, because clickers helped me determine if I understood the teacher during class by submitting my answer to the question he or she asks during lecture. Over all clickers are not waist of money, instead its a good tool to invest on."
"I felt like they were too much money to be used for only one class and that we didn't use them for as much as we payed for them. I would have much rather just raised my hand."
"I thought that it was good overall. It just seemed a bit difficult in only 50 minutes to integrate both clickers and lecture material. I would have preferred to only use the clickers at the start of a new chapter. That way the time in class could be utilized more fully when the chapter was being taught. Or use the clickers when there's something that the teacher believes is difficult to explain and wants to gauge how everybody comprehends it."
"i really enjoyed the class and the clicker was a good way for me to particpate in class. also, it showed me if i knew the material or not, and if i didnt, i could ask while i was there and have more experience."
"I think that the clickers are a really good alternative to traditional written quizzes and they also allow everyone to participate in class lectures."
"I thought the clickers were a easy to use item, and if anything they helped people out with learning the material and not to mention the extra points you got for doing it."
"The clickers are a good way of getting the entire class involved in either problem solving or questions. If a question was asked and I got it wrong I was able to if it was just myself not understanding or the entire class, it was also a fast way for the instructor and the student to find out if they are understanding what is being lectured."
"The clickers are a nice luxury, they are nice to use, but they aren't essential to the students."
"clicker are cool!"
"Clickers are an oppurtunity for easy points. This gives me some of my motivation for showing up to class."
"I thought the clickers took too much class time. I usually was quick to answer and waited forever until the session was over. But I did like the advantage of getting more points in the class."
"It would be helpful in the future to not only use the clickers to poll the class, but to see what areas we may need help for tests. Going over the clicker questions may help just to clarify how a problem is solved, rather than just giving the class a right answer."
"I think they should be used in classes that have more than thirty students because it helps individuals that have a hard time asking questions in front of many people."
Education research: preliminary feedback on clickers (Cuesta College, Chemistry 210FL, Fall Semester 2008)
Discussion of preliminary Chemistry 210FL student opinions from this semester.
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