Impact of Clicker and Confidence Questions on the Metacognition and Performance of Students of Different Achievement Groups in General Chemistry

Abstract

This research is a large study over an extended period of time involving hundreds of general chemistry students and multiple instructors at the US Naval Academy. The purpose was to investigate whether a combination of clicker content and confidence questions would improve the performance and metacognition of students of different achievement groups (top, middle, bottom). Results showed no statistical difference in exam achievement between students who used clickers and those who did not when other active teaching methods were employed in both groups. Within the clicker participants, statistical differences in confidence on clicker questions were found by student achievement group, question type (algorithmic and conceptual), and question difficulty for both semesters of general chemistry. Students in the top achievement group were the most confident. All students were more confident on algorithmic and easy questions, though a significant interaction was found between question type and difficulty in the second semester. Metacognition was measured by calibration (confidence when the answer is correct or lack of confidence when incorrect). Overall, students of all achievement groups were well calibrated with students in the top group being confident in correct answers and students in the bottom group nonconfident with incorrect answers. Students in the middle group displayed calibration between those of the top and bottom groups. Evidence of calibration for middle and bottom students may indicate the beginning of metacognitive awareness. A positive trend was found in student perceived value of confidence questions over the two semesters of general chemistry.

A brilliantly simple classroom response system

“…Tools such as clickers 1,2 , or the app-based versions thereof 3,4,5,6,7,8,9 have become very common in classrooms due to their efficacy in getting students to think and contribute. 10,11 Other approaches include hand raising, hand signals, or response cards with options like a/b/c/d or yes/no 12,13,1415 ; however, these lack the anonymity provided by the more technologically advanced classroom response systems. 16 Here, we introduce a low-tech, simple, and anonymous method to get students engaged and participating in undergraduate chemistry lectures.…”

Empowerment through Inclusiveness and Collaboration: Introducing the Virtual Issue for Diane M. Bunce Festschrift

“…Her work at USNA provided access to larger numbers of students and allowed her to focus on the experiences of the middle-performing students who were not excelling in chemistry but also were not failing. These four research projects employed a variety of methodologies, both quantitative and qualitative, and focused on factors such as study skills, problem solving, and metacognition. − In typical Diane style, during her time at USNA she established a collaborative and motivated group of USNA faculty, some with extensive experience in CER and some new to the field, who worked together on four projects over eight years.…”