| Title: |
Assessment of the Effects of Student Response Systems on Student Learning and Attitudes over a Broad Range of Biology Courses |
| Language: |
English |
| Authors: |
Preszler, Ralph W.; Dawe, Angus; Shuster, Charles B.; Shuster, Michele |
| Source: |
CBE - Life Sciences Education. Spr 2007 6(1):29-41. |
| Availability: |
American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; E-mail: ascbinfo@ascb.org; Website: http://www.ascb.org |
| Peer Reviewed: |
Y |
| Page Count: |
13 |
| Publication Date: |
2007 |
| Document Type: |
Journal Articles; Reports - Evaluative |
| Education Level: |
Higher Education |
| Descriptors: |
Student Attitudes; Student Reaction; Biology; Alignment (Education); Intelligent Tutoring Systems; Computer Assisted Instruction; Use Studies; Influence of Technology; Student Surveys; Performance Based Assessment; Technology Uses in Education; Instructional Effectiveness |
| Geographic Terms: |
New Mexico |
| DOI: |
10.1187/cbe.06-09-0190 |
| ISSN: |
1931-7913 |
| Abstract: |
With the advent of wireless technology, new tools are available that are intended to enhance students' learning and attitudes. To assess the effectiveness of wireless student response systems in the biology curriculum at New Mexico State University, a combined study of student attitudes and performance was undertaken. A survey of students in six biology courses showed that strong majorities of students had favorable overall impressions of the use of student response systems and also thought that the technology improved their interest in the course, attendance, and understanding of course content. Students in lower-division courses had more strongly positive overall impressions than did students in upper-division courses. To assess the effects of the response systems on student learning, the number of in-class questions was varied within each course throughout the semester. Students' performance was compared on exam questions derived from lectures with low, medium, or high numbers of in-class questions. Increased use of the response systems in lecture had a positive influence on students' performance on exam questions across all six biology courses. Students not only have favorable opinions about the use of student response systems, increased use of these systems increases student learning. (Contains 4 tables and 6 figures.) |
| Abstractor: |
As Provided |
| Number of References: |
29 |
| Entry Date: |
2009 |
| Accession Number: |
EJ826010 |
| Database: |
ERIC |