Table 2.
Stepwise chi-square contingency table analyses of student responses to survey questions across courses
| Survey questions by category | All coursesa | Analyses of courses remaining after the sequential removal of coursesb | Stepwise analyses of removed coursesc |
|---|---|---|---|
| General Value | |||
| Overall, I found the clickers to be | x2 = 33.59, df = 10, p < 0.001 | 101, 111, 211, 219, 311, (377), p = 0.002 | 311, 377, p = 0.738 |
| Note: Because this p value is <0.01, it indicates a significant difference among the six courses.d | Note: This step indicates that after removing the course with the most divergent answers (377), the remaining courses (101, 111, 211, 219, 311) are still significantly different. | Note: This indicates that students in the courses removed in the previous analyses (311, 377) had similar answers to this question. | |
| 101, 111, 211, 219, (311, 377), p = 0.634 | |||
| Note: This step indicates that after removing the two most divergent courses (311, 377), the distribution of student answers to this question do not differ significantly among the remaining courses (101, 111, 211, 219). | |||
| I would recommend a clicker class to a friend | x2 = 65.54, df = 10, p < 0.001 | 101, 111, 211, 219, 311, (311), p = 0.002;101, 111, 211, 219, (311, 377), p = 0.030 | 311, 377, p = 0.110 |
| The cost of … the clicker… | x2 = 42.47, df = 10, p < 0.001 | 101, 111, 211, 219, 311, (377), p = 0.001; 101, 111, 211, 219, (311, 377), p = 0.118 | 311, 377, p = 0.057 |
| Benefits of Clickers | |||
| The clickers kept me more interested | x2 = 21.15, df = 15, p = 0.132 | ||
| The clickers made it more likely that I would attend class | x2 = 29.92, df = 15, p = 0.012 | 111, 211, 219, 311, 377 (101), p = 0.229 | |
| The clickers helped me understand and/or learn … | x2 = 31.44, df = 15, p = 0.008 | 101, 111, 211, 311, 377 (219), p = 0.039 | |
| How should we use clickers? | |||
| How many clicker questions do you recommend … | x2 = 27.93, df = 10, p = 0.002 | 101, 111, 211, 219, 311, (377), p = 0.041 | |
| The number of clicker points is | x2 = 21.13, df = 10, p = 0.020 | ||
| I prefer to answer clicker questions | x2 = 47.48, df = 10, p < 0.001 | 101, 111, 211, 219, 377, (311), p = 0.003;101, 111, 211, 219, (377, 311), p = 0.102 | 311, 377, p = 0.061 |
| Problems with clicker use | |||
| Did you have any problems registering your clicker? | x2 = 28.81, df = 10, p = 0.001 | 101, 211, 219, 311, 377, (111), p = 0.267 | |
| … problems getting your clicker to work in class? | x2 = 83.66, df = 15, p < 0.001 | 101, 111, 211, 219, 311, (377), p< 0.001;101, 111, 211, 219, (311, 377), p = 0.005;101, 111, 211, (219, 311, 377), p< 0.053 | 219, 311, 377, p< 0.001;311, 377, p = 0.604 |
a Column 2 describes the significance of the initial step determining whether student answers to a question differed among the six courses.
b If there was a significant difference among the six courses (column 2), the first line associated with each question in the third column shows the results of the analysis of the remaining five courses (listing the removed column in parentheses). If the remaining five courses differed, the second line in the third column describes the results of the analysis of the remaining four courses. In the one case of a significant difference among the remaining four courses, the third line in column 3 showed the analysis of the remaining three courses.
c The far-right column describes the significance of differences among student answers in the courses removed from the first group.
a–c In these analyses, p values equal to or <0.01 are considered significant.
d Notes in the results of the analyses of this question provide an illustrated example of how to interpret this table.