International Journal of Multidisciplinary Thought,

CD-ROM. ISSN: 2156-6992 :: 3(4):491–502 (2013)

Copyright c© 2013 by UniversityPublications.net

Qatar University, Qatar

491

492 Mohamed Chabi and Mohammad Shahid Jamil

The Effect of Engaging Students... 493

494 Mohamed Chabi and Mohammad Shahid Jamil

f g x f x y

a b c ab ac

The Effect of Engaging Students... 495

Figure: 3. “Clicker Question”.

Figure: 4 “Learning Objective”

496 Mohamed Chabi and Mohammad Shahid Jamil

The Effect of Engaging Students... 497

498 Mohamed Chabi and Mohammad Shahid Jamil

xg x

x

Analysis:

x

x

x x x x

x x

Analysis: x

a aa b

b b

Analysis: x x

r s rr s s

Analysis: r

r s r

g x x x

Analysis: f x x x f x

g x

The Effect of Engaging Students... 499

a b c a b c

Analysis

x xx e e x

Analysis: xx

xx

x xx e x e

Analysis:

n

x

Analysis:

x

500 Mohamed Chabi and Mohammad Shahid Jamil

The Effect of Engaging Students... 501

Items Yes No Opinion No

Were CQ Harder than Exams “ Quizzes, Mini Exam &

Midterm”? 88% 2% 10%

In the CQ was there any question outside of the

course Material? 16% 0% 84%

Were you exposed to the CQ in your previous math

course? 23% 0% 77%

Did the CQ help you to understand better the course

material? 81% 0% 19%

Did you have enough time to complete the CQ? 61% 0% 39%

Did the assigned HW help you to do the CQ? 37% 0% 63%

Do you like to see the type of CQ in the final exam

also? 0% 17% 83%

Is it a good idea to have the CQ as bonus questions? 93% 7% 0%

Did your previous math course prepare you to the

CQ? 28% 3% 69%

Was CQ challenging to you? 91% 0% 9%

502 Mohamed Chabi and Mohammad Shahid Jamil

1.

Proceedings