clickerplus pilot study

ClickerPlusPilot Study

“Our challenge is to make sure every child in America is learning from an effective teacher—no matter what it takes. So today, I ask you to join

President Obama and me in a new commitment to results that recognizes and rewards success in the classroom ... “

Secretary of Education, Arne Duncan, July 2, 2009

ClickerPlus Pilot Study:Applying Advertising Research Methods to the

Measurement of Student Learning Goals

Lilly Conference on College and University Teaching

Washington D.C.

3 June 2010

Prepared by: Brian Moore

Agenda

• ClickerPlus?• Hypothesis: ClickerPlus made me a better teacher• Advertising research methods• Method• “Survey”• Results

– Pilot study– Audience survey

• Discussion

4

What is ClickerPlus?

• Quantitative method – What they know– What they learn

• Pre/post • Advertising research• Clickers

5

Hypothesis

ClickerPlus made me a better teacher:

– Students learned (more)– Students appreciated (more)

6

Advertising Research Methods

How do we know that advertising is effective?

Case History:

Dove Deodorant

Tracking Study

(New)Dove Deodorant Moisturizing cream

Soothes and beautifies the underarms.

9

Dove Deodorant Communication Goals

• Be recognized as the best brand at caring for the look and feel of underarm skin

• Become the beauty icon in the deodorant market through focusing on improving the look of underarm skin

• Ensure that perceived efficacy remains at parity with the market average

– Source: Euro Effie Awards Case History, 2009

10

People have to “learn.”

Benchmark Survey

(pre-wave)

Wave 1 Survey

(post-wave)

“leaves underarm skin soft and smooth”

X% X+%

“helps me cope with the problems of shaving”

Y% Y+%

…

11

Ads “teach.”

12

Results

Dove deodorant “owns” underarm beauty.

Papers & Case Studies – World Advertising Research Council

14

ClickerPlus Pilot Study Results Summer 2009

Prepared byBrian Moore

Baruch CollegeJuly 2009

Method

• Construct true-false statements. • Have students respond

– Clickers– TurningPoint

• Analyze.• Adjust.• Clarify and reinforce. • Re-administer.• Compare. • Adjust.

16

17

Learning

End of the semesterJuly 2, 2009

Beginning of the semesterJune 1, 2009

True/False questions True/False questions

Benchmarks Changes over time

Sample Description and Timing

• Place: Baruch College • Course: Advertising • Sample: Baruch undergraduates• Sample Sizes:

– Pre-Wave, n=38; – Post-Wave, n= 25

• Timing: – Pre-Wave: June 1, 2009– Interim Review: June 18, 2009– Post-Wave: July 2, 2009

18

Limitations

• Merely directional.• Sample is insufficient, i.e.

– Small– Unequal – Unrepresentative

• Getting the underlying concept ?• Need for validation

19

Instructions to the students in the classroom

This is not a test. You won’t be graded on this. We just want to find out what you know.

First Slide

Based on everything you know or may have

heard about advertising, please indicate

whether you believe that the following

statements are true or false.

21

Audience:Pick up your Clickers!

Based on everything you know or may have heard about advertising, please indicate whether you believe that the following statements are true or false.

The most important thing good advertising does is make an emotional connection with

consumers.

Tru

e

Fal

se

0%0%

1. True

2. False

The production of advertising ideas follows a clearly defined process.

Tru

e

Fal

se

0%0%

1. True

2. False

Good advertising can keep a bad product alive.

Tru

e

Fal

se

0%0%

1. True

2. False

American Idol would be a good place to advertise the new version of the iPhone.

Tru

e

Fal

se

0%0%

1. True

2. False

What you say in advertising is more important than how you say it.

Tru

e

Fal

se

0%0%

1. True

2. False

Emotional advertising appeals are more effective than rational advertising appeals.

Tru

e

Fal

se

0%0%

1. True

2. False

Advertising increases the value of the advertised product.

Tru

e

Fal

se

0%0%

1. True

2. False

If your advertising grabs people’s attention, it will probably work.

Tru

e

Fal

se

0%0%

1. True

2. False

If you like a particular product, you will be better prepared to create great advertising

for that product.

Tru

e

Fal

se

0%0%

1. True

2. False

It is more effective to have your advertising seen or heard by more people than it is to

have fewer people see it more often.

Tru

e

Fal

se

0%0%

1. True

2. False

How did the students do?

Summary of before/after results

For all 10 Statements

Results vary.

Correct Answers

22

63

13 12

74

85

21

3639

73

65

35

67

57

75

57

36

9

7574

0

10

20

30

40

50

60

70

80

90

1 2 3 4 5 6 7 8 9 10

Statements

Pe

rce

nta

ge

Jun-09 Jul-09

36

Results for each statement

The most important thing good advertising does is make an emotional connection with consumers.

2239

7861

0102030405060708090

100

Jun-09 Jul-09

Per

cen

tag

e

True

False

False: “If it doesn’t sell, it is not creative.,” David Ogilvy (Belch & Belch 285)

38

The production of advertising ideas follows a clearly defined process.

3826

6374

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

True: “The production of ideas is just as definite a process as the production of Fords.,” James Webb Young (Belch & Belch 260).

39

Good advertising can keep a bad product alive.

13

73

88

27

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

False: “Nothing will put a bad product out of business faster than a good advertising campaign.,” David Ogilvy

40

American Idol would be a good place to advertise the new version of the iPhone.

9

65

91

35

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

False: It would be a waste of mass media on an exclusive product, i.e. a poor return on

investment (Belch & Belch 354).

41

What you say in advertising is more

important than how you say it.

88

65

12

35

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

True: “What really decides consumers to buy or not to buy is the content of your advertising, not its form.,” David Ogilvy (Belch & Belch 291).

42

Emotional advertising appeals are more

effective than rational advertising appeals.

26 25

74 75

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

True: You should always seek emotional benefits. They are more compelling, and they are easier to defend (Belch & Belch 285).

43

Advertising increases the

value of the advertised product.

1533

8567

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

True: The simple act of advertising a product makes it appear more valuable. Good advertising can increase value perceptions and direct pricing strategies (Moore).

44

If your advertising grabs people’s

attention, it will probably work.

21

57

79

43

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

False: “Advertising succeeds or fails depending on how well it communicates the desired information and attitudes to the right people at the right time and at the right cost,” Russell Colley (Belch & Belch 220).

45

If you like a particular product, you will be better prepared to create great advertising

for that product.

36

75

64

25

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

False: You may not be representative of the target consumer, and you won’t be objective (Moore).

46

It is more effective to have your advertising seen or heard by more people than it is to have fewer

people see it more often.

36

57

64

43

0102030405060708090

100

Jun-09 Jul-09

Pe

rce

nta

ge

TrueFalse

False: It depends on your objectives, e.g.; if your message is complicated, or If your product is unfamiliar to people, you probably need more frequency (Belch & Belch 336).

47

Am I an effective teacher?

Learn?

Appreciate?

Learn?: Yes and No.

1. The most important thing good advertising does is make an emotional connection with consumers.

2. The production of advertising ideas follows a clearly defined process.3. Good advertising can keep a bad product alive.4. American Idol would be a good place to advertise the new version of the iPhone.5. What you say in advertising is more important than how you say it.6. Emotional advertising appeals are more effective than rational advertising appeals.7. Advertising increases the value of the advertised product.8. If your advertising grabs people’s attention, it will probably work.9. If you like a particular product, you will be better prepared to create great advertising

for that product.10. It is more effective to have your advertising seen or heard by more people than it is

to have fewer people see it more often.

49

Appreciate?: Yes!

Student Course and Faculty Evaluation

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Course Content Course Delivery Learning Environment Impact on you

Me

an

Ra

tin

gs

on

a 5

Po

int

Sc

ale

Fall 2008 Summer 2009 Summer 2008

50

How did the audience do?

Potential ClickerPlus Benefits

• Objective • Flexible• Infinitely scalable• Easy• Kindergarten to College• Anthropology to Zoology • Yields real-time results• Attainment of learning goals• Inspires new goals • Provides benchmarks for:

– Overall improvement– Developing individual goals

• Preserves and protects academic freedom

52

Conclusions

• ClickerPlus made me a better teacher– Learned– Appreciated

• Need more data:– More cases– Student test scores

• Better samples• Validate

– Qualitative research– Search phrase algorithm

• Automate

53

Next Steps

• Awaiting response to our grant proposal from the U.S. Department of Education– More instructors– Different subjects– Different levels– $$$

• …• Brian.Moore@baruch.cuny.edu• 646-312-3332

54

ClickerPlusPilot Study

55

Works Cited

• Belch, George, and Michael Belch. Advertising and Promotion. New York: McGraw-Hill, 2009

• Georgia Tech School of Civil and Environmental Engineering. [2000] Instructional objective writing assistant

• Moore, Brian. Lectures on Advertising and Promotion, Baruch College, New York, June 2009.

• Ogilvy, David. Various lectures, speeches and books.• Pinker, Steven. The Blank Slate. New York: Penguin

Group, 2002

56

Appendix

Scatter diagram

LEARNING GOALSAt the end of this course, you will understand how global advertising agencies propose integrated marketing communication programs to global manufacturers of consumer package goods. You will learn how to conduct research to define the target audience and its media habits, brainstorm to generate messaging ideas, develop a creative strategy, create executions derived from the strategy, produce the executions, test whether or not the executions communicate their intended messages, plan and buy the media to deliver the messages to the target audience, and incorporate all of your findings into a persuasive, visually-intensive, oral presentation. You will learn how to work as part of a cross-functional team to achieve the goals stated above.

58

The technique discriminates, and more students answered the questions correctly at the end of the semester than they

did at the beginning of the semester.

0

20

40

60

80

100

0 1 2 3 4 5 6 7 8 9 10

Statements

Per

cen

t C

orr

ect

Jun-09

Jul-09

59

60

61

Formatting Learning Goals

• Student centered (e.g., “by the end of the course, students will be able to…”),

• Outcome oriented (e.g. “write a scholarly research paper…”), and

• Detailed (e.g., “using MLA-style referencing and formatting…”).

Georgia Tech [2000]

COM3150 Course Review

62

My Learning Goals1. Defend the primacy of strategic messaging.2. Describe and apply the advertising planning process.3. Recognize why good advertising cannot keep a bad product alive.4. Analyze the efficiency of different media vehicles, using syndicated

research.5. Explain why the content of your advertising is more persuasive than

its form.6. Discuss why emotional benefits are more persuasive than rational

benefits.7. Describe how and why advertising increases the value of the

advertised product.8. Interpret and explain the hierarchy of effects model.9. Identify target audiences by analyzing syndicated research.10.Demonstrate the trade-offs between advertising reach and

frequency.

63

Less Effective Example Effective Example

This course in Engineering Graphics will introduce students to the use of computer-aided-design software

At the end of this course in Engineering Graphics, you, the student, will be able to draw a multi-view representation of a solid object using a computer-aided-design software

Georgia Tech [2000]

64

The 10 Statements

1. The most important thing good advertising does is make an emotional connection with consumers.

2. The production of advertising ideas follows a clearly defined process.3. Good advertising can keep a bad product alive.4. American Idol would be a good place to advertise the new version of the iPhone.5. What you say in advertising is more important than how you say it.6. Emotional advertising appeals are more effective than rational advertising appeals.7. Advertising increases the value of the advertised product.8. If your advertising grabs people’s attention, it will probably work.9. If you like a particular product, you will be better prepared to create great advertising

for that product.10. It is more effective to have your advertising seen or heard by more people than it is

to have fewer people see it more often.

65