Evaluating the Impact of a Classroom Response System in a Microbiology Course

Abstract

The use of a Classroom Response System (CRS) was evaluated in two sections, A and B, of a large lecture microbiology course. In Section B the instructor used the CRS technology at the beginning of the class period posing a question on content from the previous class. Students could earn extra credit if they answered the question correctly. In Section A, the class also began with an extra credit CRS question. However, CRS questions were integrated into the lecture during the entire class period. We compared the two classes to see if augmenting lectures with this technology increased student learning, confidence, attendance, and the instructor’s ability to respond to student’s misconceptions, over simply using the CRS as a quizzing tool. Student performance was compared using shared examination questions. The questions were categorized by how the content had been presented in class. All questions came from instructors’ common lecture content, some without CRS use, and some questions where Instructor A used both lecture and CRS questions. Although Section A students scored significantly better on both types of examination questions, there was no demonstrable difference in learning based on CRS question participation. However, student survey data showed that students in Section A expressed higher confidence levels in their learning and knowledge and indicated that they interacted more with other students than did the students in Section B. In addition, Instructor A recorded more modifications to lecture content and recorded more student interaction in the course than did Instructor B.

Higher-Order Clicker Questions Engage Students and Prepare Them for Higher-Order Thinking Activities

“…For example, Crossgrove and Curran ( 24 ) found that student performance was higher on exam questions covering content reviewed with clickers than on exam questions not reviewed in this way. Relatedly, in some studies frequency of clicker use was positively associated with exam scores ( 25 , 26 ; but see also reference 4 ) and final course grades ( 27 , 28 ).…”

Enhancing Learning Outcomes in Econometrics: A 12-Year Study

“…Classroom Response Systems (CRSs) are becoming increasingly commonplace in educational settings [7]. As the frequency with which CRSs are used is increasing, it becomes increasingly important to define the affordances and limitations of these tools.…”