An Experimental Evaluation of the Instructional Effectiveness of a Student Response System: A Comparison with Constructed Overt RespondingReport as inadecuate




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International Journal of Teaching and Learning in Higher Education, v21 n1 p36-46 2009

Student response systems (SRSs) are increasingly being used in the classroom. However, there have been few well-controlled experimental evaluations to determine whether students benefit academically from these instructional tools. Additionally, comparisons of SRS with other interactive methods have not often been conducted. We compared SRS, Constructed Overt Response (COR), passive, and control conditions to determine their effects on learning and affect. We found that students performed better in the interactive conditions--SRS and COR--than the other conditions. Participants' gain and retention of gain scores in the SRS condition were lower than those in the COR condition. Participants in the SRS condition perceived their condition as more enjoyable than those in the passive condition and more useful than those in the control condition. Additional research questions are raised about how these interactive methods may best improve student learning. (Contains 2 figures and 1 table.)

Descriptors: Student Reaction, Instructional Effectiveness, Teaching Methods, Comparative Analysis, Feedback (Response), Learning Strategies, Interaction, Classroom Environment, Experiments

International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe





Author: Knapp, F. Andrew; Desrochers, Marcie N.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3224&id=EJ896240







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