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Effectiveness of Personal Response Systems as a Classroom Technology Tool at Clemson University
Unformatted Document Text:  Appendix 1 Table 1 Attentive in Class Frequency Percentage Strongly Agree 37 10.19 Agree 179 49.31 No opinion 63 17.36 Disagree 63 17.36 Strongly Disagree 21 5.79 Total 363 100 Table 2 Clickers are disruptive Frequency Percentage Strongly Agree 3 0.82 Agree 14 3.85 No opinion 80 21.96 Disagree 196 53.85 Strongly Disagree 71 19.51 Total 364 100 Table 3 Clickers should form part of grade Frequency Percentage Strongly Agree 61 16.67 Agree 127 34.7 No opinion 63 17.21 Disagree 74 20.22 Strongly Disagree 41 11.20 Total 364 100 Table 4 Clickers aid class attendance Frequency Percentage Strongly Agree 140 38.25 Agree 168 45.90 No opinion 22 6.01 Disagree 20 5.46 16

Authors: Ainuson, Kweku.
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Appendix 1
Table 1
Attentive in Class
Frequency
Percentage
Strongly Agree
37
10.19
Agree
179
49.31
No opinion
63
17.36
Disagree
63
17.36
Strongly Disagree
21
5.79
Total
363
100
Table 2
Clickers are
disruptive
Frequency
Percentage
Strongly Agree
3
0.82
Agree
14
3.85
No opinion
80
21.96
Disagree
196
53.85
Strongly Disagree
71
19.51
Total
364
100
Table 3
Clickers should
form part of grade
Frequency
Percentage
Strongly Agree
61
16.67
Agree
127
34.7
No opinion
63
17.21
Disagree
74
20.22
Strongly Disagree
41
11.20
Total
364
100
Table 4
Clickers aid class
attendance
Frequency
Percentage
Strongly Agree
140
38.25
Agree
168
45.90
No opinion
22
6.01
Disagree
20
5.46
16


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