Mixed results have been reported on the correlation between clickers and performance. This study investigates the usage of clickers in a voluntary context to answer in-class questions in a General Chemistry class. Scores on an internal chemistry placement exam were used to estimate cognitive ability, as a factor that students can no longer control, and average participation on clicker questions was considered as a behavioral aspect that students are able to change. While placement exam scores and clicker usage do not correlate with each other, both positively correlate with performance (midterm average grades and final course grades) in the cohorts of this study (2017, 2018, and 2019). Independent of placement exam scores, students who answered more clicker questions performed better on midterm exams and had a higher final course grade. Students who obtained course grades of A, B, or C answered more clicker questions on average (68% of questions) than students who earned course grades of D or F (51% of questions). Those who answered more than the average number of the clicker questions were at least 2.6 times more likely to achieve course proficiency. These results suggest that students who choose to engage by answering questions in class (answer correctness not required) are more likely to perform well in general chemistry courses, regardless of cognitive ability.