Student Response Systems

Abstract

This study presents findings from an investigation of student response systems (SRS) in an undergraduate preservice teacher education classroom to investigate the impact of SRS use during lecture on the topic of learning disabilities (LDs). Participants were randomly assigned to the SRS group, a written response group, or a no response group, and evaluated at pre-and posttest for content knowledge, during lecture for reading accountability and engagement, at posttest regarding satisfaction with the learning experience, and following lecture, participants were asked to respond to a case study of a student with LD. Findings indicated that all participants performed significantly better at posttest on the measure of content knowledge, with no significant differences between groups. On the during lecture measure of engagement, students in the written response group outperformed peers in the SRS group on reading accountability items, but students in the SRS group demonstrated significantly better understanding of content and reported higher efficacy for their learning in comparison with peers. Participants were satisfied with the learning experience created by SRS use and reported that it improved their accountability for reading, increased their engagement with content, and that given a choice, they would prefer to use SRS in future classes. However, in response to the case study, relatively low percentages of participants were able to generate viable suggestions for evidence-based practices that could improve academic and social outcomes for students with LD like the case student. Future research should further investigate the impact of SRS on learning and transfer.

A Comparison on Behavioral Patterns of Engagement Between Two Different Classroom Settings: With and Without Student Response Systems (SRS)

“…A teacher poses a question or task to his or her students via an overhead or computer projector. Students, on the other hand, provide an appropriate response for the task given using a handheld transmitter or a 'clicker' (Thomas et al, 2015). Technology-backed learning environment like this will trigger an interactive classroom, motivating students to participate and interact with others in the learning process (Fui-Theng & Mai, 2014).…”

Board 13: The Effects of Frequent, Multimodal Questioning to Drive Lecture: A Positive Case for IRE Student-Instructor Interactions

“…SRS has been reported by students to be helpful and engaging which is more likely to foster learning. Thomas et al (2015) found students report SRS engaging and helpful to their learning (Thomas, Pinter, Carlisle, & Goran, 2015). The use of engaging instruction or interactions like SRS more actively engage students fostering more student learning.…”