“Clickers” and Course Evaluations: Effects of Instructor Explanation and Adaptation
Summary: Attendees will understand findings from a large-scale (N = 1953), longitudinal study of clicker use in physics lectures. This study indicates that the quality of instructors’ efforts to (1) explain the answers to “clicker” questions and (2) adapt subsequent lecture material based on student responses have a significant influence on course evaluations. More generally, attendees will be encouraged to think about best practices for teaching with clickers.
Description:
Multiple studies indicate that college students generally give positive evaluations to audience response technologies, otherwise known as “clickers.” However, there is much left to be determined about the best practices for teaching with clickers. The current study examined how the quality of instructors’ efforts to (1) explain the answers to “clicker” questions and (2) adapt subsequent lecture material influences student evaluations of course and instructor.
Participants in the study were students enrolled in PHYS 172, the introductory mechanics course for engineering and science majors at Purdue. 521 students participated in Fall 2006 (from two sections of 172), and 1500 students (from six sections of 172) participated in Spring 2007. Students completed online surveys assessing their experiences with clickers at three points in the Fall and four points in the
Spring. At each point, survey questions focused on student experience of the clickers during the prior week’s lectures. Survey questions included two three-item scales that measured students’ perceptions of (1) the quality of the instructor’s explanation of answers to the clicker questions and (2) the extent to which the instructor adapted subsequent lecture material based on student responses. Additional questions obtained student evaluations of the course and instructor. Data about a variety of student characteristics (e.g., semesters of high school physics, current grade in the course) was also collected.
Hierarchical regression analyses were performed to examine the influence of instructor explanation and adaptation on course and instructor evaluations. Because several student characteristics (e.g., attitude toward physics) predicted evaluations of instructor explanation and adaptation, these variables were statistically controlled. Results showed statistically significant, moderate-sized influences of instructor explanation and adaptation on course and instructor evaluation throughout both semesters (i.e., across the multiple surveys). These findings suggest that instructors need to explain the answers to the questions they ask, and adapt their lecture content in response to student understanding (or lack thereof). More generally, instructors need to employ sound pedagogical practices when utilizing clicker technology.
Participants in the study were students enrolled in PHYS 172, the introductory mechanics course for engineering and science majors at Purdue. 521 students participated in Fall 2006 (from two sections of 172), and 1500 students (from six sections of 172) participated in Spring 2007. Students completed online surveys assessing their experiences with clickers at three points in the Fall and four points in the
Spring. At each point, survey questions focused on student experience of the clickers during the prior week’s lectures. Survey questions included two three-item scales that measured students’ perceptions of (1) the quality of the instructor’s explanation of answers to the clicker questions and (2) the extent to which the instructor adapted subsequent lecture material based on student responses. Additional questions obtained student evaluations of the course and instructor. Data about a variety of student characteristics (e.g., semesters of high school physics, current grade in the course) was also collected.
Hierarchical regression analyses were performed to examine the influence of instructor explanation and adaptation on course and instructor evaluations. Because several student characteristics (e.g., attitude toward physics) predicted evaluations of instructor explanation and adaptation, these variables were statistically controlled. Results showed statistically significant, moderate-sized influences of instructor explanation and adaptation on course and instructor evaluation throughout both semesters (i.e., across the multiple surveys). These findings suggest that instructors need to explain the answers to the questions they ask, and adapt their lecture content in response to student understanding (or lack thereof). More generally, instructors need to employ sound pedagogical practices when utilizing clicker technology.
Erina MacGeorge
Associate Professor
Purdue University
Associate Professor
Purdue University
I conduct research on the use of instructional technology in college classrooms, especially audience response techology ("clickers"). I was an early adopter of this technology, and based on my research and personal experience I am both a proponent and critic of its use.