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

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

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

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

How do we know if the grades change? Quasi-experimental design 2 sections of the same course Same instructor Switching treatment with replication Section Exam I Exam II Exam III Exam IV 8 AM Control Treatment 9 AM

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

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

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

Attitude Changes Pre and Post Survey Matched questions Reliability

Other Details Procuring the technology Permission

Initial Analysis T-test Correlation changes Are the means different? t-Test: Two-Sample Assuming Equal Variances   Treatment Control Mean 48.17273 48.3798627 Variance 62.34367 62.0663825 Observations 440 437 Pooled Variance 62.2055 Hypothesized Mean Difference df 875 t Stat -0.38887 P(T<=t) one-tail 0.348733 t Critical one-tail 1.646597 P(T<=t) two-tail 0.697465 t Critical two-tail 1.962679 T-test Are the means different? Are they significant? P < 0.05 Correlation changes ACT GPA Gender

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

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?

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

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?

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

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

Acknowledgements Collaborators: Support: 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

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