Below are the combined results for all three surveys.

Did you enjoy using the PRS in class?
Not at all A bit negative Neutral A bit positive Yes
7/85 (8%) 6/85 (7%) 11/85 (13%) 28/85 (33%) 33/85 (39%)
Did using the PRS improve your learning experience?
Not at all A bit negative Neutral A bit positive Yes
10/85 (12%) 5/85 (6%) 20/85 (24%) 35/85 (41%) 15/85 (18%)
Did the PRS make the instructor more effective?
Not at all A bit negative Neutral A bit positive Yes
9/85 (11%) 9/85 (11%) 28/85 (33%) 26/85 (31%) 13/85 (15%)
Was the PRS easy to use?
Not at all A bit negative Neutral A bit positive Yes
1/85 (1%) 3/85 (4%) 5/85 (6%) 23/85 (27%) 52/85 (61%)
Was the PRS distracting?
Not at all A bit negative Neutral A bit positive Yes
27/85 (32%) 16/85 (19%) 15/85 (18%) 14/85 (16%) 9/85 (11%)
Do you feel that using the PRS enhanced class in a meaningful way?
Not at all A bit negative Neutral A bit positive Yes
13/85 (15%) 5/85 (6%) 14/85 (16%) 33/85 (39%) 20/85 (24%)
If yes, please indicate how it enhanced class:
  • I did not feel rushed
  • Everyone answered the question asked instead of the same few people.
  • It was easier to recognize subjects that the whole class was confused on.
  • It make class fun and its better than bio quizzes.
  • It helped the prof know the learning level of each student on the topic.
  • Allowed me to try answering questions even when I wasn’t sure without being embarrassed.
  • I was able to answer questions without worrying too much about if I was wrong.
  • More interactive.
  • Doing problems and going over them is always a plus.
  • You get to see others answers and we do more problems in class now.
  • It provided a more interactive and engaging participation in class for everyone.
  • It allowed everyone to get a chance to answer before the teacher showed the answer.
  • Everyone got involved, got to answer questions.
  • Made it more active, no more awkward silences.
  • It makes me remember the concept more.
  • Made it easier to stay awake because it was more interactive.
  • Allowed all students to participate and think through the problem instead of waiting for someone else to figure it out.
  • More interaction, keeps our attention, engages us better, questions our knowledge (when concept seems simple).
  • Knew if we didn’t get it and retold us.
  • Made class “fun;” wasn’t ordinary.  Able to learn in a different way.
  • B/c it gives everyone to answer the questions and not be afraid if they made a mistake.  If majority of the class got a problem wrong then the teacher spends more time.  It takes the pressure off the individual student.
  • It allowed you to answer without having so much pressure, b/c it is anonymous.
  • Showed where I might have went wrong in my train of thought.
  • Brought immediate feedback for proposed answers, interactive & participation required
  • Encourage class participation, everyone actively involved.
  • It allowed students to participate without being afraid of giving a wrong answer.
  • Gave us another way to think about/learn the material
  • It encouraged (required) greater individual participation and action
  • It allowed for a look at classes' overall opinion without everyone having to speak
  • I think that specifically with this particular class and content it is a way of truly understanding and interpreting the information
  • It was interesting to see where your answers fell in range of the class
  • We were able to get a better overview of what the class was thinking
  • It can show that your idea or answers for an opinion question is shared by others
  • It enhanced class discussion when it presented a theoretical question. Not something from the reading not everyone did.
  • It was interesting to see the different answers, yet at the same time made me feel stupid when I would get the question wrong. I think it would be a good tool for review sessions- to see if the students understand the material- what needs to be explained more.
  • It involved the whole class, since this is a big class everyone feels involved.
  • It did make it apparent what people knew well and didn't know well, so forced people to really think.
  • It let us see how everyone else in the class was thinking
  • It encourages participation and attention
  • Forced participation and thinking of concepts
  • Let us know how others' opinions without singling anyone out
  • It made it more "hands-on" and more interactive
  • It made it more interactive which is always a good thing more proactive and connective to the theme of the give class, feeling of input
  • It gave the student a feeling of hands-on learning, as well as a way to input one's own thoughts
  • It helped the professor determine what concepts needed to be reiterated/ whether information was being understood
  • It allowed students to be more active and participate in class lectures
  • It helped determine what concepts needed to be discussed more thoroughly.
  • More opinions were asked - got us to think about the topic more.
  • A lot of interesting questions came up in class and the answers were interesting too.
  • It made the class as a whole participate!
  • Got to see what everyone else's responses were and their reasoning for different answers.
  • Makes students interactive as well as more attentive.
  • It was nice to see other people's opinion without knowing who thinks what - the bar graphs are also cool to see.
  • Discussion was heightened in a positive way.  Variation in lecture was also positive.
  • Made you pay attention, immediate feedback.
If no, please indicate what the main problem was or how you feel it hindered class:
  • Takes up class time.
  • It seemed to slow down the class.  We were waiting around for questions to be answered.
  • It caused the lecture to move much more slowly and cover less material.
  • Slowed everything down for not much benefit.
  • Takes too much time for a 50 minute class.
  • It took up too much of the class period, so less information could be covered.
  • The majority of class time was focused on the questions and the votes, not on lecturing and teaching the material.
  • * Too much time was spent making sure it worked properly & that all students were answering.  We don't get copies of questions.  Students should get a printout of questions so we can take notes on these.
  • I feel it takes up too much time, especially if you are trying to take notes while answering the questions.  If it was all set up before class though, and only using 2-3 questions at end of class period it may be beneficial.
  • The amount of material/information covered in class is limited b/c the PRS is somewhat time consuming by concentrating more on reading, thinking, & answering questions it takes away from taking notes & learning the concepts.
  • More time was spent focusing on making sure everyone answered and what the right answer was, instead of why the answer was correct – it also took up a lot of class time.
  • It was hard to read the questions, this way of learning seems to be more time consuming than necessary.
  • I could not concentrate during class.
  • Took too much time.
  • Class was less efficient – seemed to cover less information.
  • Less discussion on concepts, especially if most answered question correctly.
  • Instruction on how to use the PRS is not clear.
  • I think it is unnecessary to know the distribution of answers in the class.  The answer itself is what is important.  There is no benefit from using the PRS.  Just raise your hand.
  • Takes away from "why" questions, lots of dead space in class, possibility of less participation, the "I gave you an answer, don't ask me to talk" syndrome.
  • It took too much of the class period to dial in the responses. (2 mins is ridiculous)
  • No, time consuming and distracting.
  • I feel it was pointless.
  • The class is already interactive with the use of slides and movies.  PRS just wasted too much time.
Do you have suggestions to make the PRS more successful, to integrate more fully or smoothly?
  • More time!!!
  • Let people know which clicker # they are.
  • No.
  • No.
  • No idea.
  • No.
  • Nope.
  • Have someone else move to the next slide and start the timer.
  • The clicker button sticks sometime.
  • Nope
  • Receive the questions before hand, although I think this system would be better in the intro course.
  • Only do a few questions per class period, and continue to lecture for most of the time.
  • See * above.
  • I do not think it is a bad system, as long as it is only used for small portion of class.  It set up ahead of time it would run more smoothly for professor.
  • I think it wastes time that could be better spent lecturing or answering individual students' questions about lecture material.
  • I think this would be better used to test what we've learned rather than use for learning.
  • It would be nice to have the questions on paper in front of me, so I wouldn't spend all my time writing them down.
  • Yes – use for general chemistry class to see if students understand general concepts.
  • Use it a limited amount to increase the efficiency of class time, instead of designing lecture around PRS.
  • No.
  • No.
  • Knowing which number you are so that you know that your remote is responding.
  • No, I don't use it.  It's easier, cheaper, and more beneficial to answer questions by raising hands and giving input.
  • Mainly, I think for classes such as this the system is very helpful, but in an English (or discussion based class) they would be extremely annoying.
  • Only use it in certain classes, perhaps such as intro levels, or certain subjects.  It would be out of place in some.
  • You should only have to press the letter and not send afterwards.  Decrease the time from 2 mins to 30 secs.
  • Have the PRS already at the desks instead of handing them out.
  • Should not be used.
  • Let everyone have one.
  • If any Psych class used it then you could get good results.
  • No, I do not understand it's place in a classroom setting
  • It slowed down class a bit, so if set-up and general running are mastered, it could be more effective.
  • Just to work out the technology glitches, but it also was a little distracting to the flow of class.
  • I think the amount it distracts from relevant material is not worth the benefits.
  • Let people know which number they are so they know if the clicker is working.
  • To somehow use name, not anonymous identification, so we can challenge and learn from each others' thought processes.
  • Have more clickers so the whole class can participate.
  • It helped me learn a few of the terms and concepts, but it didn't really seem to help with anything other than that.
  • If the number on the clicker correlated to one on the screen, then we could tell if it was actually working and check our answers.
  • Everyone gets one, more questions.