Entry 4: Student Engagement

The article, Classroom Response Systems (Deal, 2007), discusses the results of many studies which reveal links between non-cognitive factors (i.e. using classroom response systems) and cognitive results (i.e. higher grades in the course) in higher education. Many of the studies connected related non-cognitive factors, such as attendance, higher ratings of the class and professor, and class preparation, with higher grades in the end of the course.

In one study examining an Earth Science course at Penn State University, "mean attendance ranged from 81% to 84% over the four CRS [Classroom Response Systems] semesters measured, compared to an estimated 50% by the midpoint of semesters without CRS" (Deal, 2007, p. 5). In another study of classes "offered with and without audience response systems, Copeland et. al. found that 'lectures in which the ARS was used were significantly better rated than those in which theARS was not used'” (p. 5). These are just two studies mentioned that indicate how using clickers in class can have positive effects on students. The use of clickers crosses into the realm of cognitive results when it starts to have an impact on grades, as evidenced by one study which saw "the percentage of students earning A’s increased from 23% to 40%, and the percentage of students receiving C’s or D’s in the course decreased from 34% to 21%" (p. 7). 

The discussion concludes that, when used correctly, clickers can enhance many aspects of the students' experience and ultimately lead to greater understanding and higher grades. This can be explained by the fact that when students are required to use a clicker to indicate attendance, participation, and even comprehension, they are in effect being forced to be "engaged." When students are more engaged, they (unsurprisingly) rate the course and instructor as more engaging. And when satisfaction is high, students tend to be more engaged, closing the circle. All of these factors will raise the students' chances for academic success. 

As mentioned, however, it is important that classroom response systems be used correctly. Teachers need to be cognizant of the usefulness of clickers and their motivation for using it. Like the SAMR model, the use of clickers can be divided into three increasing tiers of use. The first is to simply monitor the classroom, such as attendance, checking if students are paying attention, etc... The second is to check comprehension and use the results of the clickers to pace the rest of the lecture. The final tier is to completely transform your class to be based on a question/response/discussion format. In my opinion, the more teachers know about this model, the benefits of using of clickers and demonstrate best practices in CRS, the more students will benefit.