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Impact of Instant Feedback on Student Performance in a 300-level Class

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Electrical and Computer Division Technical Session 6

Tagged Division

Electrical and Computer

Page Count

10

Permanent URL

https://peer.asee.org/37284

Download Count

102

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Paper Authors

biography

Jonathon Kenneth Schuh University of Illinois at Urbana Champaign Orcid 16x16 orcid.org/0000-0001-6390-5972

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Jonathon Schuh is a Teaching Assistant Professor in the Electrical and Computer Engineering Department at the University of Illinois at Urbana-Champaign. He received his Ph.D. in Theoretical and Applied Mechanics from the University of Illinois in 2018 and his research interests include fluid dynamics and electrical power.

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Abstract

Using iClickers in lectures allows students to obtain instant feedback on their performance when solving an example problem in a low-stake environment. It also helps instructors to identify common mistakes that need to be corrected before higher-stake assessments. Here, iClickers were used in a 300 level introductory power circuits and electromechanics course at the University of Illinois to try to improve overall class performance and aid in material retention for later electrical power courses. The course material and types of graded assessments were not changed from previous semesters when iClickers were not used. Extra credit was offered to students who attended lectures as an incentive to participate in iClicker questions.

iClickers were used in lectures where the theory needed to solve an example problem was first introduced and then the students were asked to solve a problem based on the given material. The time given to solve each problem varied based on the problem difficulty, and the answer choices provided included values obtained from computations that included common mistakes. After the student responses had been recorded, the example problem was solved in full so that students could confirm that they were approaching the problem correctly or could see where they made their mistake.

The impact of using iClickers was measured based on student average performance on quizzes, midterm and final exams, and the final course grade before extra credit assignment. These results were compared to the average performance on the same assessments from all previous semesters that the author taught where iClickers were not used. The assessment averages for the semester that used iClickers were larger than in the semesters where iClickers were not used. The significance for this rise in assessment averages was obtained using a one-tailed t-test with a significance level of 5%. The results from the hypothesis testing suggest that using iClickers in the method given did not significantly improve student performance in the class. This also suggests that changes to using iClickers will need to be made in subsequent semesters to improve student performance.

Schuh, J. K. (2021, July), Impact of Instant Feedback on Student Performance in a 300-level Class Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37284

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