NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1076346
Record Type: Journal
Publication Date: 2013-Sep
Pages: 17
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-0735-6331
Classroom Response Systems Facilitate Student Accountability, Readiness, and Learning
Jones, Sara J.; Crandall, Jason; Vogler, Jane S.; Robinson, Daniel H.
Journal of Educational Computing Research, v49 n2 p155-171 Sep 2013
In three experiments using crossover designs, we investigated the effects of Classroom Response Systems (CRS) when presenting multiple-choice questions in real classrooms. In Experiment 1, students either used CRS for bonus points or simply saw the questions. There were no differences on a unit exam. In Experiment 2, students were told prior to a unit that they would either use CRS for course credit or no credit. Students using CRS for credit performed better on pre-lecture questions and a unit exam. In Experiment 3, students used CRS to answer pre-lecture questions for course credit or no credit. Students using CRS for credit again performed better on a unit exam. CRS appear to enhance learning when they encourage student accountability and increase readiness for lectures.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A