Research in metacognition has elucidated general trends including the Dunning-Kruger effect, in which lower performing students tend to overestimate their abilities and higher performing students tend to underestimate their abilities. Our research aims to evaluate student learning outcomes through the use of instant polling, otherwise known as “clickers.” Clickers were used in 15 out of 51 sections (20-person sections) in a freshman General Chemistry course at the US Naval Academy. Our investigation seeks to assess the correlation between student confidence in answering a clicker question and correctness. A student is considered “calibrated” if they can accurately predict their performance on a question. We have found that the students who answer correctly are the most calibrated and have the highest confidence in their answers, whereas students who answer questions incorrectly tend to be less confident in their answers, although this varies by content and question difficulty. We will also analyze the data based on student ability (top, middle, and lower performing students) and compare exam performance between those who used clickers in class and those who did not.

Assessment of instant polling (clickers) in a general chemistry course

ACS Spring Meeting 2021

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