Base-line data from “the Clickers are Coming” project at the University of
Victoria
Dr. Tim Pelton, Dr. Leslee Francis-Pelton, Mary Sanseverino
University of Victoria
June 13, 2007
As of June 2007 we have gathered information on clicker use from 1107 students in 11 classes at
the University of Victoria. In this document we have provided the following:
1). A copy of the questionnaire
2). Detailed aggregate graphs of each question
3). A “Clicker Use Self Evaluation Tool”: A spreadsheet tool to easily allow others to use this
base-line data in a “comparison” situation.
We have provided this information for anyone’s use. There is no charge, but we do ask that any
use of the questionnaire be attributed. If possible, we would also appreciate getting a copy of the
aggregate data gathered from administering the questionnaire and/or knowing that the
questionnaire is in use – but these are not conditions of use. Indeed, getting the questionnaire out to
colleagues for their use is one of our key objectives.
It is our hope that colleagues will take up this questionnaire and the accompanying base-line data
and use it in their own classes. As well, we hope educators will find the spreadsheet tool a useful
aid to help them analyze and reflect on their own results when running this questionnaire.
Leslee-Francis Pelton: lfrancis@uvic.ca
Tim Pelton tpelton@uvic.ca
Mary Sanseverino: msanseve@uvic.ca
Resource web page: http://www.csc.uvic.ca/~msanseve/class_clickers/
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
Clicker Use Survey
To evaluate the effectiveness of clickers, it is necessary to ask for honest responses from students using the
devices. Your co-operation is very much appreciated. Your responses are confidential and only anonymous
comments and aggregate results will be disclosed.
Student ID: ___________________________
Check One:
Male _____
Female _____
How many units (1 course = 1.5 units) of University level courses have you taken (including this term)? _________
What percentage of classes in this course did you attend?
___ 0-25% ____26-50%
How often did you bring the clicker to class: ____Never ____Sometimes
Please respond to each question by circling one number from 1 to 5.
Strongly
Disagree
Disagree
1. Class time passes more quickly when we
1
2
use the clickers.
2. When we use the clickers my participation
1
2
increases in other ways too.
3. I found the use of clickers to be distracting
1
2
and unhelpful.
4. I feel uncomfortable sharing my responses
1
2
via the clickers.
5. Learning with clickers improves my
1
2
understanding of the course content.
6. Learning with the clickers gives me
1
2
confidence to ask more questions.
7. Using the clickers encourages me to spend
1
2
more time preparing for class.
8. Using clickers encourages me to attend
1
2
more classes.
9. Using the clickers promotes more focused
1
2
discussion during class.
10. I would like to use the clickers in other
1
2
courses.
11. The graphs provided by the clicker system
1
2
are useful.
12. I benefit by seeing how other students
1
2
respond to a question.
13. Using the clickers in class is too time
1
2
consuming.
14. I would do better in this class without the
1
2
clickers.
15. I had difficulties getting my clicker to
1
2
work in class.
16. I would have liked to use the clickers
1
2
more often in class.
17. At first, learning with the clickers was
1
2
enjoyable but later I was bored.
18. Using the clickers helped to better prepare
1
2
me for quizzes and exams.
Please write any comments you would like to make on the back of this form.
© Francis Pelton, Pelton, and Sanseverino, 2007
____51-75% ____ 76-100%
____Most of the time ____Always
Undecided
Agree
Strongly
Agree
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
3
4
5
University of Victoria
Base-line data
Number of surveys: 1106
2. When we use the clickers my participation increases in other ways
too.
60%
50%
40%
30%
47%
20%
10%
14%
19%
16%
All students
3%
0%
1
2
3
Rating
© Francis Pelton, Pelton, and Sanseverino, 2007
4
5
University of Victoria
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
5. Learning with clickers improves my understanding of the course
content.
60%
50%
40%
30%
50%
20%
10%
0%
23%
2%
1
16%
8%
2
All students
3
4
5
Rating
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
13. Using the clickers in class is too time consuming. (reversed)
60%
50%
40%
30%
45%
20%
10%
3%
9%
25%
17%
All students
0%
1
2
3
4
5
Rating
14. I would do better in this class without the clickers.(reversed)
45%
40%
35%
30%
25%
44%
20%
32%
15%
20%
10%
5%
0%
1%
2%
1
2
All students
3
4
5
Rating
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria
15. I had difficulties getting my clicker to work in class. (reversed)
60%
50%
40%
30%
49%
35%
20%
10%
0%
2%
5%
7%
1
2
3
Rating
All students
4
5
16. I would have liked to use the clickers more often in class.
60%
50%
40%
30%
35%
20%
35%
14%
10%
11%
3%
All students
0%
1
2
3
Rating
© Francis Pelton, Pelton, and Sanseverino, 2007
4
5
University of Victoria
18. Using the clickers helped to better prepare me for quizzes and
exams.
45%
40%
35%
30%
25%
43%
20%
15%
22%
10%
5%
15%
14%
5%
All students
0%
1
2
3
Rating
© Francis Pelton, Pelton, and Sanseverino, 2007
4
5
University of Victoria
Clicker Use Survey Self Evaluation Tool
Our resource website is http://www.csc.uvic.ca/~msanseve/class_clickers/
We have posted an Excel spreadsheet that supports teacher self-evaluation of student responses to the "clicker use
survey". After running the questionnaire, educators can follow the easy instructions and enter their own data. Graphs
comparing current data to base-line data are created automatically. The website also includes a document that gives
some examples as to how one might analyze and reflect on these comparisons. As well as helping educators adjust
their teaching strategies, such analysis and reflection would fit well in a teaching dossier.
© Francis Pelton, Pelton, and Sanseverino, 2007
University of Victoria