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ERIC Number: EJ979113
Record Type: Journal
Publication Date: 2012-Apr
Pages: 12
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1093-023X
The Impact of Anonymous and Assigned Use of Student Response Systems on Student Achievement
Poole, Dawn
Journal of Interactive Learning Research, v23 n2 p101-112 Apr 2012
This study examined the impact of two approaches to use of student response systems (SRSs) on achievement in a study designed to better understand effective use of the devices. One condition was anonymous use of SRSs, in which graduate students selected a random clicker when entering the classroom. The second condition assigned devices to students for use throughout the semester. Two treatment and two control classes were tested, with dependent variables including percent of correct responses to questions posed in classes, performance on the midterm exam, and performance on the final exam. Results indicated that students who were assigned to specific units during the term had a higher percent of responses correct than the control group students on in-class questions. However, performance on the midterm exam and final exam was not significantly different among students in the two SRS conditions, suggesting that the benefits of SRS use can be derived from anonymous use. (Contains 4 tables.)
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California