Incorporating clickers into an enzymology course improves student performance.

Abstract

Here, we describe how poor exam results of undergraduate students enrolled in an enzymology course at the University of Bordeaux were improved through the introduction of ‘clickers’ as an audience response system. By using clickers only in a small‐group tutorial element of a large theoretical course, we observed an improvement in exam scores that resulted in a lower failure rate for the course. Furthermore, students of all abilities were found to benefit from their use. Students reported better retention of both lecture and tutorial content. An analysis of how clickers were employed within the tutorials indicated that the use of clickers to promote discussion and impart knowledge likely resulted in a moderate improvement of exam scores. We hypothesize that students were more prepared for exams through greater reflection of exam questions, resulting in an enhanced ability to retrieve memorized information and apply it within a time‐limited exam setting.