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 CollegeThe following are all of the student responses to this question, verbatim and unedited (with a few editorial context clarifications in [brackets]).
Astronomy 210 Spring Semester 2009 sections 30674, 30676
(N = 46)
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 3 : ***
3. Neutral 5 : *****
4. Agree 18 : ****************** [4.2 +/- 0.9]
5. Strongly agree 18 : ******************
II.2 I explain more often than I listen to other students during
think-pair-share.
1. Strongly disagree 0 :
2. Disagree 12 : ************
3. Neutral 16 : **************** [3.2 +/- 0.9]
4. Agree 11 : ***********
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 15 : ***************
3. Neutral 17 : ***************** [3.0 +/- 0.9]
4. Agree 7 : *******
5. Strongly agree 4 : ****
III. (Optional.) Please type in any comments you may have regarding the use of
think-pair-share clicker use in this class.
"I think this is a great learning tool. If I explain my answer and help another student understand why, it deepens my own understanding of the concept. Sometimes I have the answer wrong, and appreciate it when another student can explain why their answer is correct. It also encourages us to be prepared for the class."Previous posts:
"I would feel better if and when the class does poorly on a clicker question that the instructor explain it instead of other students. When other students tend to explain their answer they are convincing others, most of the time, of the wrong answer."
"I think it is a good concept, but in many cases the information has not been fully comprehended by the students, hence if the material isn't understood by the majority of the class, a lot of wrong answers are reciprocating around."
"I like the use of clickers but I think after we think and share with each other that it should still be reexplained if we have not answered it correctly at that time. I also think that we should not do clicker questions until we learn the material otherwise we are just getting and wasting time."
"i think it would actually be helpful to have more clicker questions. i generally tend to remember those answers much better for tests and quizzes."
"For me, think-pair-share only confuses me. If i am uncertain of an answer, id rather have the teacher explain then someone who kinda understands. Usually this only makes me more confused. Most of the time i feel like myself and other students pick an answer just to pick it, not because we understand it. I would rather have the teacher explain confusing answers than my classmates."
"Redoin the clicker questions when the majority of the class is wrong doesn't allow me to understand the material. It shows that the class doesn't understand the material but doesn't clarify why the don't understand it."
"I'm alright with it."
"I really like think-pair-share because sometimes an explanation comes better from another student rather than the book, or some other scientific source."
"I like this class"
"This is the first course I have taken that uses the clickers and I must say that I really enjoy them. It helps me stay on task and remain engaged in the lecture. I also like that I get credit for it, easy points are always a good thing. :)"
"I thought midterm two was easier to comprehend than midterm one."
"I strongly believe that grouping people together by force in a class is extremely unfair. I go to school for myself, I pay for it myself, and I learn for myself. Therefore my grade should be reflected by my individual effort and not by an assigned group. Clickers are fine but being forced to work with others is not OK."
"Love the clickers but would rather get instruction from the instructor rather than ask an equally clueless classmate."
"I love think-pair-share! Forces me to actually consider the question instead of dozing off into space."
"I think it would be nicer if we had more clicker questions and more time to review the answers for a better understanding of the topic."
"the clicker questions make the class more interesting and for a 2.5-3 hour long class it makes a difference. As for the mid-term I was NOT prepared for the multiple choice questions which is my fault, but I feel that my short answer questions where solid and well answered. my favorite question was the one asking to explain how viewing the stars is like looking into the past."
"Think-pair-share clicker use is very beneficial to my greater understanding of the topics in class. I wish all my classes could incorporate clickers. Thank you Dr. Len for choosing to use the think-pair-share clickers."
"Additional help is definitely helpful because I struggle with the material. It's hard because we go relatively fast, & I'm still struggling to make the inferences necessary to do well in the class. The only thing keeping me afloat is your blog...not because they tell me the answer (don't get me wrong-it helps) but because there's a plain explanation for the answer that helps me tremendously."
"I feel that it would be more helpful if P-dog explained the material, rather than leaving us to figure it out. Frequently, most people don't understand the material, and spend the time given to make un-educated guesses..."
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)
Education research: post- feedback on think-(pair)-share attitudes (Physics 205A, Cuesta College, Spring Semester 2009)
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