Course | 124 | 116 | 228 | 272 | 112 | 201 | 203 | ||
SRS Uses in the course. | |||||||||
Attendance: G=graded, U=ungraded; R=regularly, H=half the time | No | U R | G R | G R | G R | G R | U H | ||
Multiple Choice G=graded, U=ungraded, R=regularly, O=often, S=sometimes. | U S | G R | U O | U S | No | U R | U S | ||
Student Survey Questions On Using The SRS in Class: | |||||||||
General: | |||||||||
I) | When first using the SRS this semester, you found the SRS instructions to be: | ||||||||
1) | Simple and easy to follow. | 53 80% | 43 89% | 199 86% | 44 88% |
53 91% | 70 83% | 99 73% | |
2) | Somewhat confusing, but easier each time it was used. | 11 17% | 4 8% | 18 8% | 6 12% | 5 8% | 13 15% | 30 22% | |
3) | Hard to follow, very confusing. | 2 3% | 1 2% | 10 4% | 0 | 0 | 0 | 4 2% | |
4) | 1 | 1 | |||||||
II) | When you are using the system, how much do you trust the electronics: | ||||||||
1) | I trust it. | 39 61% | 22 45% | 85 37% | 31 62% | 35 58% | 44 57% | 62 40% | |
2) | It doesn't always work, but I can tell when that happens and inform the instructor. | 17 27% | 16 33% | 60 26% | 11 22% | 7 11% | 19 25% | 14 9% | |
3) | I'm not always sure my student number or answer is getting through. | 6 9% | 9 18% | 66 29% | 7 14% |
16 26% | 12 15% | 61 40% | |
4) | I don't trust it at all. | 2 3% | 1 2% | 18 8% | 1 2% |
2 3% | 1 1% | 15 9% | |
5) | 2 | ||||||||
III) | If you were in charge of designing the new lecture halls at Rutgers, you would feel an SRS is: | ||||||||
1) | Absolutely necessary. | 10 16% | 5 10% | 29 12% | 9 18% | 5 7% | 9 13% | 15 9% | |
2) | Definitely should be considered as an item to add to all new lecture halls. | 37 61% | 36 73% | 123 50% | 32 65% |
35 55% | 43 62% | 59 37% | |
3) | A luxury item, not a necessity. | 12 20% | 6 12% | 66 27% | 8 16% |
15 23% | 13 18% | 59 37% | |
4) | Completely unnecessary. | 2 3% | 2 4% | 27 11% | 0 0% |
8 12% | 4 5% | 22 14% | |
5) | 1 | 1 | |||||||
Attendance: | |||||||||
IV) | Do you come to class because the SRS is used to take attendance: | ||||||||
1) | Yes, only reason I come. | 8 11% | 3 6% | 83 33% | 5 10% |
11 15% | 22 28% | 25 16% | |
2) | Sometimes, although I'd usually be there anyway. | 18 25% | 25 51% | 77 31% | 20 40% | 34 55% | 36 47% | 45 29% | |
3) | It makes me come to class, but then I don't pay any attention. | 3 4% | 3 6% | 60 24% | 7 14% |
9 13% | 7 9% | 19 12% | |
4) | It's not a factor in my coming to class. | 42 59% | 18 36% | 29 12% | 18 36% |
15 21% | 11 14% | 65 42% | |
V) | Do you know if you or any of your friends have ever entered a student's # who wasn't there: | ||||||||
1) | As far as I know, that doesn't happen. | 23 32% | 9 19% | 71 29% | 27 55% | 8 11% | 18 22% | 52 33% | |
2) | I've heard about it, but have never done it. I think it is rare. | 33 45% | 17 36% | 49 20% | 13 26% | 13 19% | 25 31% | 36 22% | |
3) | It is done regularly but only by a small fraction of the class. | 8 11% | 16 34% | 74 30% | 9 18% |
23 33% | 15 18% | 34 21% | |
4) | It is common place - most students who don't attend have someone punch in their numbers. | 8 11% | 5 10% | 51 21% | 0 0% |
24 35% | 21 26% | 35 22% | |
5) | 1 | 1 | |||||||
VI) | How do you feel about taking attendance using the SRS in class: | ||||||||
1) | It's a good idea, and I'm happy to confirm to the professor that I'm here. | 44 59% | 17 32% | 77 32% | 32 69% |
37 53% | 37 45% | 57 36% | |
2) | It's OK, but there's too much emphasis on it. | 15 21% | 12 23% | 57 24% | 2 4% |
7 10% | 14 17% | 15 9% | |
3) | No strong opinion one way or the other. | 9 12% | 18 34% | 54 22% | 8 17% |
14 20% | 20 24% | 42 26% | |
4) | It's a bad idea, the professor shouldn't care or know if we're here. | 7 10% | 5 9% | 53 22% | 4 8% |
11 15% | 11 13% | 41 26% | |
5) | 1 | 1 | |||||||
VII) | In many classes, attendance is taken only once during the period, and many students arrive late just in time for attendance, and some leave right after attendance is taken. What should be done is: | ||||||||
1) | Attendance should be taken at the beginning and end of class, and credit given only to those there both times. | 27 36% | 21 42% | 84 34% | 7 14% |
32 44% | 29 37% | 57 33% | |
2) | Attendance taking using the SRS should be left as it is done now. | 6 8% | 7 14% | 48 19% | 23 47% |
9 12% | 14 18% | 9 5% | |
3) | This indicates that the attendance taking is forcing students to come who won't get anything out of lecture, and this should be discontinued. | 26 35% | 14 28% | 88 35% | 8 16% |
14 19% | 12 15% | 62 36% | |
4) | Attendance should always be taken shortly after the start of class. | 5 7% | 3 6% | 19 8% | 4 8% |
10 13% | 9 11% | 23 13% | |
5) | Attendance should always be taken at the end of class. | 11 15% | 4 8% | 11 4% | 6 12% |
7 9% | 13 16% | 20 11% | |
VIII) | How do you feel about having your attendance at lecture affect your grade? | ||||||||
1) | It's a good idea. | 55 66% | 30 58% | 151 61% | 39 79% |
62 80% | 50 64% | 86 55% | |
2) | It is not a good idea. | 15 18% | 16 31% | 67 27% | 7 14% |
9 11% | 23 29% | 43 27% | |
3) | Not applicable, lecture attendance does not affect the grade in my physics course. | 13 16% | 4 7% | 28 11% | 3 6% |
6 7% | 5 6% | 27 17% | |
4) | 1 | 2 | |||||||
5) | 1 | ||||||||
In-class questions/quizzes: | |||||||||
IX) | When the professor uses the system for taking a quiz in class, do you feel: | ||||||||
1) | Too much class time is spent on it. | 11 13% | 3 6% | 23 10% | 0 0% |
5 8% | 25 35% | 37 22% | |
2) | The system is used the right amount in class. | 47 56% | 33 70% | 138 59% |
31 62% | 20 35% | 32 45% | 60 37% | |
3) | The system should be utilized more during class. | 25 30% | 10 21% | 68 29% | 19 38% |
32 56% | 13 18% | 63 39% | |
4) | 1 | ||||||||
5) | 1 | 3 | 1 | ||||||
X) | Since your professor is likely to ask you to respond to an SRS question in class, you are: | ||||||||
1) | Much more likely to pay attention to in-class material. | 35 40% | 32 62% | 74 30% | 23 46% |
50 69% | 56 70% | 72 45% | |
2) | Not concerned, it makes no difference in how I relate to material in class. | 48 55% | 14 27% | 109 44% | 25 51% |
15 20% | 18 22% | 57 35% | |
3) | I don't pay attention anyway. | 5 6% | 5 9% | 64 26% | 1 2% |
6 8% | 6 7% | 30 18% | |
4) | 1 | 1 | |||||||
5) | 1 | 1 | |||||||
XI) | When you are asked a question in class, how much more likely are you to respond because we use the SRS, instead of using other methods like "raising hands": | ||||||||
1) | Much more likely. | 53 60% | 39 76% | 180 74% | 35 72% |
39 52% | 58 73% | 97 63% | |
2) | Somewhat more likely. | 24 27% | 8 15% | 36 15% | 7 14% |
18 24% | 12 15% | 24 15% | |
3) | Doesn't make a difference. | 12 13% | 2 3% | 19 8% | 6 12% |
14 18% | 8 10% | 23 15% | |
4) | I'd rather "raise hands". | 0 0% | 2 3% | 7 3% | 0 0% |
4 5% | 1 1% | 9 5% | |
5) | 1 | ||||||||
XII) | Should an in-class quiz be used as a grading tool for individual students, or only to survey the general knowledge of the class: | ||||||||
1) | It should only be used to survey a whole class's grasp of a topic. | 51 58% | 38 73% | 191 80% | 43 89% |
54 72% | 52 72% | 126 79% | |
2) | I like the in-class individual graded quizzes using the SRS. | 12 14% | 1 1% | 20 8% | 0 0% |
3 4% | 8 11% | 8 5% | |
3) | Both uses are important and should be continued. | 20 23% | 13 25% | 17 7% | 2 4% | 12 16% | 5 6% | 15 9% | |
4) | Asking questions using the SRS should not be done at all. | 5 6% | 0 0% | 10 4% | 3 6 |
6 8% | 7 9% | 10 6% | |
5) | 2 | ||||||||