THE IMPACT OF STUDENT RESPONSE SYSTEM (SRS) IN ENHANCING NURSING STUDENTS’ ENGAGEMENT IN A LECTURE-BASED ENVIRONMENT: A MIXED-METHOD STUDY

Abstract

Conducting a lecture is an effective and straightforward way to deliver information-rich knowledge to large size classes. However, this kind of didactic teaching may hamper students’ engagement due to the minimal interaction between lecturers and students. Student Response System (SRS) is supported to be one of the educational tools to enhance students’ engagement in large size classes. The purpose of the study was to explore the impacts of SRS in the learning process in a lecture-based environment of undergraduate nursing students in Hong Kong. A mixed-method research design was adopted in this study. The questionnaire of Motivated Strategies for Learning Questionnaire (MSLQ) was administrated to two cohorts (n=274) of the first, and the second years of undergraduate nursing students at the end of the school term. The first year students had minimal exposure to SRS use in lectures, whilst the second year students had the experiences of using SRS during their lecture-based learning environment. Independent t-test was adopted to compare MSLQ scores between these two cohorts of students. Seven students were then recruited in a focus group interview, in which, their perceptions of SRS in student engagement were explored. Thematic analysis was used for data analysis. The results of the MSLQ showed that the overall mean MSLQ score was 201.50. The increase of the MSLQ score represented to perceive being motivated in learning. There was no significant effect of using SRS for enhancing engagement on MSLQ scores between the first and the second years of undergraduate nursing students. Qualitative analysis showed the perceived purposes of SRS reinforced the compliance of attendance and provided clues for examination. However, how SRS can enhance students’ engagement remained ambiguous from the students’ perspectives. In summary, different strategies were suggested to enhance students’ engagement with the use of SRS in the lecture-based environment. For instance, to provide training to lecturers on the use of SRS to facilitate student engagement, and to empower students to be active learners with the support of SRS.