Classroom Response Systems: Do they improve student performance, perceptions
of performance, or just student satisfaction?
(30 Minute
Presentation)
513-732-5257
jeff.bauer@uc.edu
Classroom response systems are becoming more prevalent in college classrooms in the 21st century, but do they improve student performance, perceptions of performance, or just student satisfaction? What impact do these types of real-time assessment techniques have on student learning?
This paper will review the experiences of one instructor who employed a classroom response system in a Principles of Marketing course during the autumn of 2005. Qualitative and quantitative data were collected to evaluate student perceptions of the system and their performance on examinations. Exam scores from this class are compared to past classes (autumn of 2004 and autumn of 2003) using t-tests which demonstrate that no statistically significant difference (a = .05, t = .109, p = .914) in exam scores between scores of students exposed to the system (n = 80) vs. students who did not have the benefit of interacting with the system (n = 223).
Via a survey instrument, students also indicated that they felt that their performance was not enhanced by the system with 68% reporting that they disagreed or strongly disagreed that they performed better as a result of the use of the system.
Students did indicate that their class participation was increased with 84% agreeing or strongly agreeing. In addition, 80% agreed or strongly agreed that the use of the system encouraged them to pay attention more than in other classes. Finally, 92% agreed or strongly agreed that they were more likely to answer questions in class without fear of embarrassment.