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Trying to Find the Effect of Clickers

This study explores the effects of clickers on student learning, including immediate feedback and active learning. Multiple studies were conducted using control and experimental groups to measure improvements in grades and attitudes. The results indicate no significant difference in learning outcomes, but further analysis and testing are being conducted to explore other factors.

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Trying to Find the Effect of Clickers

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  1. Trying to Find the Effect of Clickers ……………… Autumn Sutherlin, Associate Professor of Biochemistry, Abilene Christian University

  2. Trying to Find the Effect of Clickers Autumn Sutherlin, Ph.D. Abilene Christian University April 13, 2011

  3. Where We began • Technology Available • Does it improve learning? • Immediate Feedback • Active Learning • 5 Studies

  4. How do we measure improvement in learning? • Grades • Exams • Quizzes • Attitude changes

  5. How do we know if the grades change? • Quasi-experimental design • 2 sections of the same course • Same instructor • Switching treatment with replication

  6. Control vs. Experimental • Only difference was the way students could respond • Control • Volunteer • In groups • Treatment • Clickers • “Everyone” had to answer • Immediate feedback

  7. Comparing Groups • Homogeneity of Variance • GPA • ACT • Other data collected • Gender • Major

  8. Advantages and Disadvantages to Switching Treatments • Advantages • “Better” controls • Treat the classes the same • Disadvantages • Hard to look at long term effects • Hard to use pre- and post-tests

  9. Attitude Changes • Pre and Post Survey • Matched questions • Reliability

  10. Other Details • Procuring the technology • Permission

  11. Initial Analysis • T-test • Are the means different? • Are they significant? • P < 0.05 • Correlation changes • ACT • GPA • Gender

  12. Results In short • No significant difference • Positive feedback • Others studies showed a variety results • Question: Do changing methodologies cause an improvement?

  13. Study 2: Changing Methodology • Same overall design • Different questions • No significant difference • Students responded that they learn more • Question: Are students studying less because they feel like they learned the material in class?

  14. Study 3: Study Time • Same overall design • Study time survey • No significant difference • Continuing positive response from students • Question: Is it the teacher?

  15. Studies 4 and 5: Different instructors • Same overall design • Different instructors • Results • Biology • No significant difference • Positive surveys • Organic Chemistry • Still Analyzing • Question: Do they make a bigger difference in larger classes or different populations?

  16. Where we are now • More analysis • Analysis of Variance (ANOVA) • MANOVA • Re-examining surveys • Testing other situations

  17. No significant difference BUT • We are learning new things. • Each study leads to new questions.

  18. Acknowledgements • Collaborators: • Gordon Sutherlin, Harding University Cannon-Clary College of Education • Joshua Brokaw, ACU Department of Biology • Kevin Stewart, Harding University Department of Chemistry • Support: • ACU Adam’s Center for Teaching and Learning • ACU Mobile Learning Initiative • Harding University Cannon-Clary College of Education

  19. Contact Autumn Sutherlin, Ph.D. Abilene Christian University autumn.sutherlin@acu.edu

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