A CLASSROOM PERFORMANCE SYSTEM AND THE ROLE IT

A CLASSROOM PERFORMANCE SYSTEM AND THE ROLE IT PLAYS IN DEVELOPING STUDENT METACOGNITIVE SKILLS FRIBERG, La. Verne M. , M Geology and Environmental Science, The University of Akron, OH 44325 -4101, lfribe 1@uakron. edu.

Outline • • • What is CPS? Basic Format in Classroom Assessment – In class – Post class instructor review • Concluding Remarks

Pedagogy Enhancement Technology Classroom Performance System PC with CPS & software RF Receiver RF Transmitters ITL at UA provided: Dell laptops Office package Excel Powerpoint einstruction (CPS) software hardware

Physical Geology Students at The University of Akron • Enrollment: – ~27, 000 students – Open enrollment policy – Have science with a lab requirement • Physical Geology student makeup: – Freshman (18) – Sophomores (15) – Juniors (2) – Seniors (3) – 5 th year or graduate students (3)

Who are they? Spring 2009 • • 5 th year & graduate students: (2)MS Education (1) Dance Seniors: (3) engineering Juniors : (1) education (1) undecided Sophomore: (3) education, (2) fine & applied arts (1), (5) business , (1) biology, (1) physics/chemistry, (1) political Science, (1) undecided • Freshman: (7) Business, (3) education, (2) fine & applied arts, (1) biology, ( 5) undecided

Reading questions Individual response <65% Instructor lead discussion Group response >65% Continue with lecture

Basic Format in Classroom

Response Data Export

Early introduction of conceptests

Spring 2008 reading questions • Individual 65% Group 85%

Multiple choice vs. numeric

% 3 31 0 59 % 14 72 3 0

Response Report (1 lecture)

Assessment

Three exam average vs. attendance 120 Physical Geology Spring 2009 100 80 % attend Avg 84% 3 exam avg 73% 60 s 40 20 0 0 5 10 15 20 25 Students 30 35 40

Grades vs. Attendance (SP 09) quartile analysis (n=36) Exam II Attendance Exam III Attendance

Question #1 • The use of conceptests and CPS help me to measure my level of understanding of course material. • A) Strongly Agree B) Agree • • Results Students G&PM % (71) Phys Geo % (31) C) Neutral D) Disagree E) Strongly Disagree A 15 23 B 32 48 C 27 10 D 14 6 E 3 0

• Pro Student comments – “it helps me to understand the material” – “I like the way it shows how the class responds to questions” – Encourages you to pay attention more in class and follow along with the lecture – “Questioning your knowledge of things presented in lecture” – “made the class more interesting than straight lecture” – “promotes active learning” • Con – Sometimes the clicker exercises were difficult – I missed to many. – “They use it to take attendance”

Question #2 • The use of conceptests and CPS reinforced important concepts presented in lecture. • A) Strongly Agree B) Agree • • Results Students G&PM % Phys Geo % C) Neutral A 30 19 D) Disagree E) Strongly Disagree B 31 55 C 21 13 D 13 3 E 0 3

Student comments • Pro – “Reinforced important concepts presented in lecture” – “Questioning your knowledge of things presented in lecture” • Con

Concluding Remarks • Greater instructor-student interaction • Student response leads to immediate instructor adaptation of lecture material (CPS) • Inquiry based instruction leads to improved understanding of course material • Student can to do immediate personal assessment of their success • CPS clickers are an efficient way to evaluate in class exercises – limited to: • multiple choice format • numeric

Thank You questions?