Determining the effectiveness of a cell phone-based student response system

Sunni, Ahmed Al; Latif, Rabia

doi:10.1016/j.jtumed.2019.12.002

Cited by 10 publications

(10 citation statements)

References 23 publications

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“…Discussion held in this manner proved to be highly beneficial for the students. Similar to our study, it was reported that Socrative helped the students focus more on key knowledge 20 . Our finding was supported by another study that documented that use of SPACE RACE as the activity in Socrative was considered highly beneficial by majority of students (75%) of ocular anatomy and histology 19 .…”

Section: Discussionsupporting

confidence: 89%

“…Another study reported a significant improvement in the summative scores of third year medical students after they took online formative assessments during the course of modules 25 . Multiple studies have documented a positive response of students to Socrative as a formative assessment tool, with 90% of students agreeing that exercises incorporating this application enhance their learning 20 , boost their motivation, significantly increase the learning process and improve their communication with teachers and classmates 7,13 . It was found to be an effective means of providing formative feedback and helps save time during lessons 6 .…”

Section: Discussionmentioning

confidence: 99%

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Socrative.Com; An Innovative Tool to Enhance Performance of Undergraduate Students in Histology Practicals

Mahmud¹,

Akhtar²,

Nadeem³

et al. 2021

PJMHS

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Background: Undergraduate medical students require a strong foundation in histology which is an important part of curriculum in basic sciences years. Histology is considered to be a difficult subject by the students. Aim: To facilitate student learning, Socrative was introduced into histology practicals. Methods: This was a comparative cross-sectional study conducted among second year MBBS students (n=146) in histology. Socrative based activity, Space race, was introduced into histology practicals for the entire duration of module-III (10 weeks). This activity was done by the students in addition to demonstration and slide viewing under microscope. Performance of the students was assessed in histology Objective Structured Practical Examination (OSPE) and viva during module examinations. Score sheets of module-I were compared to those of module-III to assess the impact of using Socrative on academic performance. The study was approved by institutional Ethical Review Committee. Results: The results were analyzed using Wilcoxon Signed Rank test which showed statistically significant improvement in the performance of students (P value= 0.0001) in module-III. Moreover, 81.5% students showed improvement in academic performance after using Socrative. Conclusion: These results show that use of Socrative assessment method as part of teaching method, improved academic performance of undergraduate medical students in histology. Keywords: Socrative, histology, formative assessment, academic performance (MeSH words required)

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Socrative.Com; An Innovative Tool to Enhance Performance of Undergraduate Students in Histology Practicals

Mahmud¹,

Akhtar²,

Nadeem³

et al. 2021

PJMHS

View full text Add to dashboard Cite

show abstract

“…These and other studies have demonstrated that using Socrative as an in-class assessment and feedback tool appears to enhance students' exam performance [12] and, indeed, is positively received by both students and teachers alike [13,14]. Specifically with regard to the teaching of physiology, several previous studies have clearly demonstrated that Socrative enhances students' overall learning experience by fostering greater engagement, interaction and peer collaboration within the classroom [15][16][17].…”

Section: Introductionmentioning

confidence: 85%

Teaching physiology to medical students in the COVID-19 era with synchronous formative assessments utilising simultaneous, combined Zoom and Socrative platforms

2021

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“…For centuries, the basis of medical education in universities followed the traditional model, with great lectures and the teacher as the center of all information 3 . New interactive active methodologies have been proposed and implemented, and knowledge has become centered on the student's learning experience [4][5][6][7][8][9][10][11][12][13][14][15][16][17][18][19] . These methodologies became even more evident during the pandemic caused by Coronavirus Disease 2019 , as interpersonal relationships were drastically affected in this scenario and classroom teaching became remote, based on technology and distance learning (DL) 20 .…”

Section: Introductionmentioning

confidence: 99%

“…Active methodologies are defined as instructional methods to engage students in the learning process through participatory pedagogical tools 4,5 . These models seek to encourage students to learn based on problem situations, with a focus centered on themselves and autonomy 21 .…”

Section: Introductionmentioning

confidence: 99%

Student perception and performance using the online tools Socrative® vs. Kahoot!® in the discipline of Urology

Oliveira

Meyer

Neumaier

et al. 2021

Rev. bras. educ. med.

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Introduction: Active methodologies are tools aimed at engaging students in the learning process. Through them, the student is confronted with problem situations and, to solve them, they need to actively participate in the construction of the solution. Socrative® and Kahoot!® are tools that can be used to support the growing demand for new teaching methods. Objective: This study aims to compare the scores obtained by urology student in pre-tests applied using the Socrative® and Kahoot!® applications, and to analyze the students’ perceptions after the exposure to the learning tools. Method: A prospective and comparative study was carried out on the use of the Socrative® and Kahoot!® applications in the discipline of Urology of the medical course. The cohort consisted of two classes of students, 193 in total. Students were divided into six groups, separated in two different schedules, and they took turns weekly switching the tools. The methodologies were used as a pre-test during the tutorial sessions, aiming to compare the grades obtained by the students between the applications. At the end of the course, the students answered a perception questionnaire in relation to each platform. The data were statistically analyzed using the program SPSS Statistics v.20.0. The Wilcoxon non-parametric test and the Chi-square test were used. Values of p <0.05 indicated statistical significance. Result: The Socrative® application obtained better results in terms of the number of correct answers and in relation to the students’ satisfaction. Among the six topics addressed in the pre-tests, two showed higher scores with the Socrative® tool (p = 0.017 and p = 0.042). As for the perception questionnaire, the Socrative® tool showed an average score 1.8 points higher than Kahoot!® (0 - 10 scale), and statistical significance was found in seven out of the eight evaluated questions. Conclusion: The Socrative® tool showed higher grades and was more satisfactory to students than Kahoot!®.

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Determining the effectiveness of a cell phone-based student response system

Cited by 10 publications

References 23 publications

Socrative.Com; An Innovative Tool to Enhance Performance of Undergraduate Students in Histology Practicals

Socrative.Com; An Innovative Tool to Enhance Performance of Undergraduate Students in Histology Practicals

Teaching physiology to medical students in the COVID-19 era with synchronous formative assessments utilising simultaneous, combined Zoom and Socrative platforms

Student perception and performance using the online tools Socrative® vs. Kahoot!® in the discipline of Urology

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