There is a consensus among educators that students who are engaged in class perform better than students who are not engaged.  One means of engaging students is through the use of clickers.  Clicker technology has, and continues, to evolve at an exponential rate.  New innovations include the incorporation of self-paced polling features and the ability to replace clicker remotes with mobile device such as cellular phones.  This study utilizes qualitative approaches to evaluate student attitudes about these innovations, and takes a quantitative approach to evaluate the impact clickers have on student participation and performance.  Students generally expressed improved satisfaction with clicker innovations (i.e. self-paced polling) that allow them to have more autonomy and control over their answer submissions.  Not surprisingly, as student participation and engagement in the course increase, so to does their performance in the course.

Taking advantage of the many functions and features of clickers to engage students in general chemistry courses

247th National Meeting (2014)

The official archive and repository for all ACS Meetings & Expositions abstracts and select posters or presentations.