Use and Perceptions of Students of a Mobile Application as a Classroom Response System

Abstract

Technology-based teaching devices that promote student interaction and communication between teachers and learners benefit active learning. Although active learning enhances critical thinking, many students still experience apprehension or anxiety to participate or interact in front of their peers. This study aims to design, develop, and evaluate a mobile application used as a classroom response system. The research utilized a design and development research design to develop a mobile application benchmarked from existing classroom response system issues. The app was evaluated using a rubric ( = 0.79) and student perception questionnaire ( = 0.83). The respondents rated the app high in terms of its ease of use and interface, interactivity, and ability to record simultaneous responses. A good rating was also recorded for the connectivity, which could be due to the issues with the router. Respondents also found the app useful in tests and other forms of assessments and that it increases their interest in lectures. Overall, respondents had a positive perception of using a technology-based teaching app used to promote student interaction. These results support the notion that ICT has the power to enhance the teaching-learning process. It is also recommended that further studies may be done to examine in-depth how CRS can enhance the learning process.