Abstract
As part of ongoing efforts to enhance teaching practices in a large-class introductory biochemistry course, we have recently tested the effects of using a student response system (clickers) on student exam performances and engagement with the course material. We found no measurable difference in class mean composite examination score for students taught with clickers than for those taught in traditional lectures. However, there were significantly more students in the highest achievement category (91–100%) in the section that incorporated clickers than in any other section over five academic terms. Overall, students gave high approval ratings for the use of the clickers, particularly in increasing their participation and engagement in lectures. However, students who reported their performance to be in the lowest performance categories gave a lower level of approval for the use of the clickers than those who reported their performance to be in the higher performance categories. The implications for using clickers to improve teaching in biochemistry are discussed.
Conclusions
In this study, the majority of students indicated strongly that use of clickers enhanced their learning experience. However, students in the lowest achievement categories were less likely to agree that the clickers helped their learning or performance in examinations. In keeping with this, our examination data suggest that the in-class use of clickers improved the performance on examinations of only the highest-achieving students.
The results of the survey clearly demonstrate that the majority of students perceived a positive effect of the clickers on their attention, engagement, and participation in the class. In particular, 84% were in agreement that the use of clickers should be continued in this course in the future. This level of agreement is a significant recommendation from the students. These attitudinal results are consistent with trends in similar studies conducted in other disciplines; students typically give high levels of approval (70% and above) for the use of clickers.
Despite this high level of approval, the survey data also shows that students who reported their performance to be in the lowest performance categories (≤70%) were least likely to agree that the clicker questions had a positive effect on attention, engagement, and participation. Specifically they were least likely to agree that the clickers helped them to focus and pay attention in lectures and to engage directly with the content being presented. They were also least likely to agree that they liked knowing how their classmates responded to questions. These findings have important implications for improving teaching in biochemistry classes. Although a particular teaching tool may benefit a significant proportion of a student group, we need to take into account, in a large lecture, that one technology may not meet everyone’s needs. We recognize the need to find ways to more effectively include those students who reported their performance to be in the lowest performance categories (<70%).
This article written by Stephen Addison, Rachel Milner and Adrienne Wright was published in the journal: Biochemistry and Molecular Biology Education, Volume 37, Issue 2, pages 84–91, March/April 2009.
Article first published online: 24 MAR 2009. DOI: 10.1002/bmb.20264
Copyright © 2009 International Union of Biochemistry and Molecular Biology, Inc