Personal response systems (clickers) have been utilized widely in a variety of disciplines across college campuses. In general, students respond favorably to this technology, though generalizing previous research findings remains problematic due to study limitations. Both student characteristics and instructor application of this technology are important factors to consider in assessing effectiveness and usefulness. Accordingly, the purpose of this study is to evaluate student characteristics and perceptions of clicker usage in university-based large lecture general education health classes.
Method
This study was conducted during three successive semesters and includes six sections of 80 to 150 students taught by the same professor. During the 12-th week of the semester, students completed a 60-question online survey (InstantSurvey) modified from a previously validated survey instrument with the authors permission (ART-Q). The survey included basic demographic questions and a series of questions related to student perceptions of the clicker usage categorized as ease of use, impact on attendance, impact on appraisal/learning, enjoyment, preparation/motivation for class, and influence on grades. Questions related to student perceptions were in the form of a 5-point Likert Scale.
Analysis/Results
A total of 549 students (N=549) completed the survey, representing nearly 97% of all students enrolled in the course. The participants were represented by a diversity of majors and class ranks; 57% female and 43% male gender; 86% Caucasian, 6% African American, and 6% Latino/Hispanic ethnicity; and 20.7 years of age. Data for the six areas of student perceptions related to usage of the clickers are reported as the percentage of students responding Agree or Strongly Agree (4 or 5 on the Likert Scale) and are as follows: Approximately 22% of students report that clicker usage boosted their enthusiasm for the class, 54% report an increased likelihood of attending class, 73% report feeling more engaged during class, 5% report they were concerned clickers were negatively impacting their grade, 40% report being better prepared for exams, quizzes, and assignments because of clicker usage, 87% report having no problems utilizing the technology, and 88% enjoyed using the clickers.
Conclusions
The results of this study demonstrate that students overwhelmingly enjoyed using the clickers, report few problems using this technology, and do not feel as though the usage negatively impacts grade. Though clicker usage only minimally heightens enthusiasm for the class, it does have a positive impact on student attendance, and perhaps most-importantly, increased student engagement in the large class environment.