The Survey on Clicker Use by UD Students was administered to 3,668 students registered for a class that planned to use the new standardized clicker Fall 2006. There were 1,826 students that responded to the survey yielding about a 50% response rate. Since the first question asked how often clickers were used in this class, students did have an option to check not used and go to the end of the survey. We removed anyone that checked not used from the survey responses. We ended up using 1,787 responses which lowered the response rate by about a point. What did we learn from the students?

Some of the prelimary findings are listed below. A full report will be written and linked to from this site.

1. When comparing this class to classes that do not use clickers, students were asked if the use of clickers made this class more engaging. 14% responded strongly agree and 46% responded agree.
2. When asked if the use of clickers improved my understanding of how well I comprehended the lecture content, 11% of the students responded with strongly agree and about 45% said agree.
3. When asked if the use of clickers caused them to attend this class more frequently, about 33% strongly agreed and 39% agreed.
4. When asked how important was it to them that the University standardized on one clicker type so that they would only have to purchase one for their UD career, 47% responded essential, another 26% said very important and 17% said important.

The Faculty Satisfaction Survey with Clickers was administered to forty faculty involved in teaching courses with the new standardized clicker Fall 2006. Twenty-eight of the faculty responded to the survey yielding a 70% response rate. The faculty represented most of our colleges on campus including:

• College of Agriculture & Natural Resources
• College of Arts & Sciences
  • Natural Sciences & Mathematics
  • Social Sciences & History
• College of Health Sciences
• College of Human Services, Education & Public Policy
• College of Marine & Earth Studies

The only colleges not represented were the College of Engineering and within the College of Arts & Sciences: Arts & Humanities.

Some of the prelimary findings are listed below. A full report will be written and linked to from this site.

1. When asked if students were more engaged during their class lectures when clickers were used 32% strongly agreed and 43% agreed representing 75% of the responses.
2. When asked if clicker use increased their understanding of the students' comprehension of the lecture content 71% strongly agreed or agreed which was split evenly between the two choices.
3. When asked how effective clickers were to increase attendance, 36% of the faculty responded very effective and 32% said they were effective.

There were several support questions asked of the faculty in incorporating clickers in their classes. The responses included:

1. How important was having a University standard clicker? 54% responded very valuable and 25% valuable.
2. How important was having training available? 54% responded very valuable and 29% valuable.
3. How important was having University staff available for support? 68% responded very valuable and 21% valuable.
4. How important was having a receiver in the classroom? 82% responded very valuable?