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Faculty Mini-Grant 3: Donna Martin
Integrating Learning and Technology in the Classroom: Using Interactive Student Response Systems to Encourage Class Participation
Faculty Mini-Grant Proposal
Southeast Ohio Center for Excellence in Math and Science
(SEOCEMS)
November 01, 2007
Submitted by:
Dr. Donna Martin
Assistant Professor of Biology
University of Rio Grande
218 N. College Ave.
Rio Grande, OH 45674
dmartin@rio.edu
1-740-245-7179
Purpose and Rationale:
This project proposes to acquire Student Response Systems (SRS) for use in creating a more interactive learning experience in introductory biology courses at The University of Rio Grande. While a student may feel intimidated to answer questions in class due to the possibility of giving the wrong answer in front of her peers, student response systems are designed to give each student the chance to answer the instructor's questions anonymously, thus eliminating that fear. When the instructor asks a question, it will be displayed on a PowerPoint slide and the students will key in their answer on a remote-like keypad. When the answers have all been submitted, instructor and students can see how many students chose each answer. Then, the instructor can discuss the answers with the students and figure out the correct answer together by thoroughly dissecting the questions and answers. This type of interaction during class can promote more open dialogue and in-class discussions that result in an engaging class of which students are more likely to attend. All of these factors add up to students gaining more knowledge from cooperation during class.
There are other reasons to use the SRS besides encouraging class interaction. Professors will be able to gauge how well students understand class material and if they are completing assigned readings. They are able to take class attendance through the SRS system, and if the instructor chooses to do so, they may give out bonus points or quiz points for those with correct answers or points just for attending class. It is expected that students will benefit from the immediate feedback of the system, and that they will be able to instantly see how they are measuring-up to the rest of the class by demonstrating if they adequately understand the material. These systems also allow the students to determine if they need to study more and whether or not they are studying the correct materials before midterms and final exams come along. In addition to encouraging in-class student attention and out-of-class preparation, SRS can also stimulate student collaboration and teamwork.
Investigative Processes:
To examine the effectiveness of the Student Response Systems, two sections of the same course will be compared. At the beginning of the semester, a survey of the students GPA and ACT scores will be conducted and data will be collected only from students with an ACT Scores of 18-20. Both classes will have the same instructor, cover the same material and take the same types of examination questions and assignments. Group A will not use SRS to answer questions during class time and will take the class as it is normally offered. Group B students will have an SRS remote distributed to each of them at the beginning of the semester and will use it throughout to respond to questions presented by the instructor during class time. Both classes will take four examinations, including a comprehensive final. The grades will be calculated using the percentage of the total points earned using the standard grading scale.
Description of Activities Timeline:
July 2008
- - Schedule and attend training and workshop
- - Develop surveys
- - Design a curriculum plan that includes questions based on lecture content
August 2008
- - Purchase and install SRS software
- - Develop a set of instructions for students using the SRS software
September 2008
- - Install and distribute materials
- - Implement instructions for the interactive curriculum
- - Data collection begins
- - Modifying the planned lecture in response to the information gained from the SRS questions
December 2008
- - Distribute survey
- - Data analysis of student surveys, performance on examinations, class participation and attendance
- - Submit written summary for review by the Chair and Dean of Math and Science
- - Assess and summarize data for publication or conference presentation
- - Submit written summary to SEOCEMS for posting
Project Effectiveness Assessment and Dissemination of Findings:
Project's effectiveness will be determined by three factors: a student questionnaire, a weekly instructor's journal, and a statistical analysis of student examination performance in both classes. The first factor will be a simple survey of whether or not the students found the SRS helpful in preparing for exams, homework assignments, etc. and if they developed a higher confidence level in their learning. The survey will also determine if the students found it less stressful to answer questions anonymously and electronically during class versus verbally. The second factor is a weekly journal, where the instructor records the number of SRS questions used in class, percentage of questions answered correctly, and the number of times students actively participated in the learning process. The percentage of students attending class can be monitored on a daily basis and analyzed for comparison. A multivariable statistical analysis of variance will be performed on both classes to determine if a significant difference was found between groups A and B with respect to each exam score, attendance, and overall class grades. Based on the results of the data collected the instructor and science faculty will determine if the SRS was beneficial to the class. The next step is for them to determine if SRS was helpful to their individual teaching methods. The effectiveness of the continued use of the SRS can be determined and possibly incorporated into other science courses. A written summary will be submitted to SEOCEMS for posting and results assessed for publication or conference presentation.
Budget:
One Standard Lecture Set $1,350.00
One Set from Turning Technologies includes:
- Turning Point, interactive power point software
- Wireless response card/keypads-30 total
- USB-based response receiver
- Color coded card
- Quick start guide to facilitate set up
- Shipping included
Faulty training and workshop cost at Nashville $475.00
Travel for workshop $400.00
Stipend Course Development $1,000.00
Total Funding Requested: $3225.00
