Effectiveness Of Student Response Systems Research Articles

Enhancing Student Engagement and Self-Evaluation Using Student Response Systems

Whilst previous studies are broadly in agreement on the effectiveness of student response systems (hereafter SRSs) in enhancing student engagement, there are gaps in the literature relating to study design and outcomes assessed. This study offers enhancements to study design. First, by collecting baseline data, engagement levels can be conditioned and changes in engagement attributable to the SRS detected. Second, it is one of the few studies that employs a comprehensive measure of student engagement. Third, analysis occurs at student level rather than class level. The study finds increased positive perceptions towards self￾evaluation (both self and relative assessment) and ability to express opinion, in addition to strong student positivity towards the SRS.

Student Response Systems: A Multidisciplinary Analysis Using Visual Analytics

In recent years, several innovations have emerged in the field of education, including Blended-Learning, Massive Open Online Courses, Flipped Classroom and Gamification. In particular, several investigations have highlighted the effectiveness of student response systems, or clickers, in different subjects and disciplines. Although some literature reviews have been published on this subject, none of them offer a review of a large volume of publications from a multidisciplinary approach. Similarly, in the literature there are no studies that have analyzed scientific collaborations on this subject. To respond to these concerns, we proposed the use of a bot to retrieve information from a large number of papers (1696 documents co-authored by a total of 4091 researchers) included in the Scopus database. The disciplines covered include natural sciences, engineering and technology, medical and health sciences, agricultural and veterinary sciences, social sciences and humanities, and the arts. The review of the literature reveals that student response systems are generally well-perceived by teachers and students in all the disciplines. Another interesting result achieved from visual data obtained using network visualization software and word clouds is that student response systems are mainly used in some disciplines, such as physics, chemistry, medicine, and nursing. It is clearly observed that the relationship between researchers from the same country is stronger than between researchers from different countries. Finally, some reflections are included on the role of student response systems in online teaching, especially regarding the changes experienced after the COVID-19 pandemic.

GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

Most pedagogical literature has generated “how to” approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura’s Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.

Effectiveness of student response systems in terms of learning environment, attitudes and achievement

In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity and internal consistency reliability of the HDYFATC, as well as its ability to differentiate between the perceptions of students in different classrooms. Very large differences between users and non-users of SRS, ranging from 1.17 to 2.45 standard deviations for various learning environment scales, attitudes and achievement, supported the efficacy of using SRS.

Student response systems and learner engagement in large classes

The use of student response systems is becoming more prevalent in higher level education. Evidence on the effectiveness of this technology can be an important resource for tutors seeking to engage with learners and raise the quality of learning experiences. Student response systems have been found to increase student engagement and participation in the classroom, yet few studies examine why this is so. This research seeks to explore the effects of student response systems on student participation in large classes. The methods used included both quantitative and qualitative data. A pre-test/mid-test/post-test design (quantitative approach) was deployed to examine the effects of a classroom response system on interactivity. Students involved in a final year undergraduate business course took part in investigating the use of student response systems from the student perspective. Qualitative data were collected to identify the strengths and weaknesses of using a classroom response system to enhance classroom interaction through semi-structured interviews. This research builds on previous studies by investigating why students become more participatory, interactive and engaged during learning sessions which utilise student response systems. Implications for teaching practice are discussed, and avenues for future research on student response systems and student engagement in large class scenarios are outlined.

The Effects of Student Response Systems on Student Learning and Attitudes in Undergraduate Psychology Courses

Student response systems (SRSs) are reported to increase student interest, interaction, and engagement and result in “deeper” learning. However, the effects on learning are still suspect. Here, outcomes were compared for students in SRS and traditional sections of 200-level and 500-level psychology courses. Results showed SRS students reported more engagement, gave higher evaluations, and had fewer absences. There were also main effects of course and interaction effects of SRS and course on engagement and absenteeism. The SRS effect on student achievement varied by course. These findings add to our understanding that the effects of SRS are the result of a mix of learner, teaching, and course characteristics.

Effect of clickers versus online homework on students' long-term retention of general chemistry course material

This study reports the effects of student response systems (clickers) versus online homework on students' long-term retention of General Chemistry I course material. Long-term content retention was measured by a comprehensive yearlong American Chemical Society (ACS) GC97 exam administered seven months after students had completed the General Chemistry I course. The analysis indicated that while students who used clickers or online homework systems earned a little over 2% higher than the non-clicker, non-online homework (lecture-only) group on ACS GC97 exam average scores, this difference was not statistically significant. Interestingly, the data also revealed that more students were retained both in clicker and online homework classes than lecture-only classes. This work suggests that treatments that enhance student's feedback may increase student retention in the course sequence with no loss in learning.

Creating a Positive Learning Environment with the Use of Clickers in a High School Chemistry Classroom

Although the effectiveness of student response systems in improving student learning is inconclusive, clickers can be used to create a positive learning environment in the classroom, which can help increase student achievement. With the use of clickers, students showed modest improvements in their performance in conceptual summative assessments. Clickers created a learning environment where all students could participate and be engaged. Students reported that the clickers helped them improve their learning. The clickers allowed for instant feedback and a means to assess student knowledge without penalty. These formative assessments had a positive impact on student beliefs and allowed the teacher to reflect on instructional strategies.

Effects of Student Response Systems on Participation and Learning of Students with Emotional and Behavioral Disorders

This study investigated the use of a student response system (SRS) on the participation, classroom behavior, and academic achievement of students with emotional and behavioral disorders (EBD). The purpose of this research was to determine if using an SRS, in place of typical classroom methods of student response, would generate increases in participation in students who characteristically display low levels of class involvement. Participants included 5 high school students receiving academic instruction predominately in a self-contained setting for students with EBD. Subjects chosen for participation were identified as frequently being off task and distracted during class and as having generally low response and participation rates during class sessions. A single-subject, ABABC design was used to determine a functional relationship between the SRS and student response and engagement. Results indicate a strong association between SRS use and increased student response; however, a clear link to increased task engagement was not evident.

The Effects Of Student Response Systems On Performance And Satisfaction: An Investigation In A Tax Accounting Class

Does the use of student response systems (clickers) in the classroom increase student performance on exams? Do students perceive a benefit to using clickers in the classroom? This study investigates the effect of student response systems on accounting students’ learning outcome and perceived satisfaction. Results show that, though the use of clickers may not always help students do better on exams, clickers are a useful pedagogical tool that can help students pay attention in class and be more involved in a learning friendly environment.

Assessment of the Effects of Student Response Systems on Student Learning and Attitudes over a Broad Range of Biology Courses

With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning.