Student perceptions of a wireless audience response system

Abstract

PurposeThe purpose of this paper is to identify and measure the perceptions and attitudes of students regarding the classroom performance system (CPS).Design/methodology/approachThe paper reviews a range of recently published (1993‐2006) works on pedagogy and educational technology. A survey methodology was utilized to measure students’ perceptions and attitudes across 16 variables.FindingsThe paper provides aggregate results on each of the 16 variables and statistically significant differences between sub‐categories.Research limitations/implicationsResearch was limited to a major US university campus that services a large cross‐section of students. Demographic implications and trends are discussed.Practical implicationsThis study focused on identifying and measuring the perceptions and attitudes of students regarding a radio frequency, wireless audience response system called: CPS. Sixteen research questions and variables were measured in this study regarding students’ perceptions and attitudes towards CPS, learning and student–instructor interactions. Overall, the study found that students perceive CPS as having a positive effect on their increase in pre‐class preparation and attendance, and on their increase of overall attention and participation during class. A slight majority of students enjoy using CPS and perceive CPS to have a moderately positive effect on their ability to learn and self diagnose how they are performing in class. The implications of this study and recommendations for future research are discussed.Originality/valueThis paper is valuable to instructors who wish to reemploy active learning or Socratic Method type activities in the large lecture format classes.