Comparison of Student Success Between High-Clicker and Low-Clicker Frequency in a Large-Enrollment Introductory Biology Course

Abstract

Active-learning approaches have recently been broadly promoted on many campuses, but research is limited on how varying levels of interaction impact student success. The aim of this study was to compare student success between two sections of an introductory biology course that used classroom response systems (i.e., clickers), but were taught with different clicker frequencies: highly interactive with a high number of clicker questions and lecture-focused with low-clicker frequency. Students in the section with a high-clicker frequency had 15.2% greater learning gains (calculated based on pre-and postassessment scores) than students in the low-clicker frequency section. Postsemester evaluations showed that students found the low-clicker frequency classroom more interesting, however both sections ranked similarly in how students believed the class helped them understand the material. A better understanding of how clicker frequency impacts student success will allow instructors to use this technology more efficiently in courses.

Additional information

Notes on contributors

Lauren Shea

Lauren Shea ([email protected]) was a student, Department of Integrative Biology at the University of South Florida in Tampa, Florida. Lauren Shea currently works with Seamesterprograms.

Chantale Bégin

Chantale Bégin is an instructor, Department of Integrative Biology at the University of South Florida in Tampa, Florida. Lauren Shea currently works with Seamesterprograms.

Christopher Osovitz

Christopher Osovitz is the undergraduate director, Department of Integrative Biology at the University of South Florida in Tampa, Florida. Lauren Shea currently works with Seamesterprograms.

Luanna Prevost

Luanna Prevost is an associate professor, Department of Integrative Biology at the University of South Florida in Tampa, Florida. Lauren Shea currently works with Seamesterprograms.