Kenneth O’Connor (Marshall University, USA)
We are interested in determining effective teaching strategies that will lead to an increase in academic achievement for students enrolled in an organic chemistry class. Personal response systems (PRS), commonly referred to as clickers, have been used to increase student engagement in university classes across the country. However, instructors usually use PRS sparingly in class due to time constraints. In addition, there is not always a correlation between the use of PRS and academic performance, possibly because they are not utilized to their full potential. In order to determine if a significant increase in the use of PRS during lecture time could have a meaningful impact on academic performance and student retention, at least half of the lecture time in our spring 2012 organic chemistry I course was devoted to having students discuss course content using inquiry and concept-based mastery questions. In order to provide the instructor with sufficient lecture time to cover all of the required course content, the introductory content in this course was delivered online using videos previously recorded by the instructor. The results of this study, in addition to the students’ perspective of how personal response systems were used in this course, will be presented.