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Effects of Audience Response Systems on Student Achievement and Long-Term Retention

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Abstract:

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Keywords: AUDIENCE RESPONSE SYSTEMS; CLASSROOM PERFORMANCE SYSTEMS; LONG-TERM RETENTION; STUDENT ACHIEVEMENT

Document Type: Research Article

DOI: http://dx.doi.org/10.2224/sbp.2011.39.10.1431

Publication date: November 1, 2011

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