Students’ Perception of Using Student Response System in Advanced Financial Accounting

Abstract

The introduction of uReply, a student response system (SRS), in the advanced financial accounting course for accounting and finance students at a university in Hong Kong provided an opportunity to measure the student perception of using SRS. The study was conducted over the advanced financial accounting classes, with 120 students participated in the use of SRS. Forty students completed surveys two months after the completion of the semester. The result of the questionnaire shows that students' perception of using SRS is positive in advanced financial accounting classes.With the use of SRS, participation in classes is made easier by connecting each participant to the instructor. The instructor can post a question to the students and ask the students to answer, and the students' responses are Kam Por Yuen, DBA, senior teaching fellow,

Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception

“…This sense of responsibility may make students participate more in class because they know their learning depends more on them. This finding is congruent with prior literature (Fan & Song, 2020;Wang & Tahir, 2020;Eng et al, 2013;Lea, 2008;Marshall & Varnon, 2012;Yuen, 2018). Yuen (2018) reports that 85% of the participants indicated that SRS facilitated their active participation when it was used.…”

“…Other research on SRS in the area of accounting education can also be identified (Beekes, 2006;Cummings & Hsu, 2007;Cunningham, 2008;Kokina, J., & Juras, 2017;Marshall & Varnon, 2012;Newmark et al, 2011;Paz, 2017;Segovia, 2008;Yuen, 2018). Brazilian literature on SRS is still in its early stages.…”

“…Prior literature reports 26 denominations for SRS (Kay & LeSage, 2009). The most usual in accounting education are Student Response System (SRS) (Carnaghan et al, 2011;Carnaghan & Webb, 2007;Cummings & Hsu, 2007;Edmonds & Edmonds, 2008;Yuen, 2018), Audience Response System (ARS) (Premuroso et al, 2011), and Personal Response System (PRS) (Beekes, 2006;Segovia, 2008). Besides, they are still popularly called Clickers in the United States or Zappers in the United Kingdom (Caldwell, 2007;Morales, 2011).…”

The Impact of Classroom Response System on Peer Evaluation

“…The experiment held among the students in Ushinsky South Ukrainian National Pedagogical University showed that the students who evaluated the performance of their groupmates and the groupmates who performed had twofold opinions about the CRS. [8] Thus, 60 percent of the class, defined Clicker as reliable and trustworthy, meanwhile the other 40% measured it as unfair and biased. According to students, it is inequitable to ruin the work of the performing student in one fell swoop.…”

“…Moreover, the opponents of CRS argue that once filling the questionnaire on paper, the evaluator would think twice and may change his notes, which is impossible in Clicker. [8] The impact of peer evaluation, its pros and cons as well as students' attitude towards the use of Student Response System (SRS) in academic life and how much it would correspond instructor's expectations have also been investigated, since SRS is one of the most effective ways to achieve total effect not only in peer evaluation but in student activity as well.…”