By Kelly Cline (Carroll College)
In teaching statistics, clickers can be used to have the students discuss and vote on multiple-choice questions which promote discussions or provoke common errors and misconceptions, thus creating engaging and memorable lessons. To identify the most effective clicker questions, we recorded the percentage of the class voting on every question used in nineteen sections of introductory statistics courses, taught by three instructors, at two institutions, over the course of nine years, a total of 971 class votes on a set of 202 questions. Of these, 78 questions had data from at least five votes. We study the data from student votes, identifying the clicker questions which were most effective at promoting discussions and at provoking misconceptions. We present these questions and discuss how we used them in class.