Running head: EVALUATING STUDENT RESPONSE SYSTEMS

Literature Review Evaluating Student Response Systems in Education Megan Schweingruber Bowling Green State University

EVALUATING STUDENT RESPONSE SYSTEMS

Introduction Using research-based, best practices to improve student learning with digital tools has created many opportunities and equally many challenges for classroom teachers. The increase of diverse socio-economical, cultural, special needs student populations in schools and larger class sizes poses many challenges for classroom teachers to increase student attendance rates, motivate student participation and ultimately maximize student achievement. Student Response Systems (SRS) also referred to as clickers or automated response systems, have been researched on their effectiveness as valuable tools for differentiating instruction and motivating student participation. Are these wireless handheld devices effective learning tools and do they really improve student learning? Background The concept of using questioning to promote student engagement and assess student understanding dates back long ago to great teachers such as Socrates (Caldwell, 2007). Most teachers use different forms of questioning in whole group settings perhaps by show of hands, designating or assigning students questions or randomly calling on student volunteers willing to participate. These methods do not support full class participation and student understanding as class sizes increase and many students, out of fear of peer and teacher disapproval of mistakes, shy away from participating (Caldwell, 2007). This creates a negative impact on many students and becomes an inconsistent method of assessing whether or not students understand a topic. However, with the use of student response systems, wireless handheld devices the size of a calculator, teachers can now engage every student on

EVALUATING STUDENT RESPONSE SYSTEMS a topic and receive immediate feedback on whether or not the students have understanding of a concept (Kenwright, 2009). These devices offer a method of polling that allows each student to enter a response, usually a letter or number choice on their keyboard that is then collected automatically along with all other student responses and typically displayed on a screen with graphic data showing

anonymous responses creating an interactive learning experience for every student (Green & Longman, 2012). This also provides the teacher with immediate feedback allowing them to assess whether they need to review the topic or if students understand the topic and are ready to move on (Kenwright, 2009).

Research Findings In their research on clickers, Greenman and Long (2012) note, Many reports and classroom experiments have emphasized the benefits to student engagement and attendance although there is less direct evidence of improvement in outcome grades (p.2). Other research findings have also shown ambiguous results on student grade improvement (Kenwright, 2009). Case studies have shown increased engagement in whole group settings using structured questioning with student response systems. Students visibly applied more extended thought and consideration to their choices (Green & Longman, 2012). Several case studies have shown that using student response systems has increased student attendance (Kenwright, 2009). The percentages of increased student attendance varied depending on the time frame of the case study, the subject matter and the educational setting. Higher numbers were reported for

EVALUATING STUDENT RESPONSE SYSTEMS college level classes where in some cases student attendance increased by 80-90% when clicker quiz scores accounted for 15% of the grade (Kenwright, 2009). According to Caldwell (2007), In most of the reviews on student response systems it can be agreed that some evidence suggests improved student outcomes in

increased motivation, engagement, attendance and test scores (p.12). However, it is also consistently reported in most reviews that current research of clickers has not been thoroughly systematic and therefore do not qualify as scientific conclusions as to what causes the benefits (Caldwell, 2007).

Benefits While the literature I review suggests there may not be sufficient research conclusive to determining overall student learning outcomes using clickers, the research does suggest several positive benefits of clickers including: Anonymity-Students can feel safe and confident participating in the learning process without fear of disapproval or embarrassment for incorrect choices (Green & Longman, 2012) Quick Feedback-Teachers have immediate response data from every student and are able to assess the students level of understanding before moving on with the topic (Green & Longman, 2012) Self-Examination- Students are able to check their own and compare their answers to that of their peers (Kenwright, 2009)

EVALUATING STUDENT RESPONSE SYSTEMS Increased Student Participation-Student participation increases when all students have the opportunity to respond to questions during a lesson (Caldwell, 2007)

Increase in Attendance-Several studies show a consistent increase in student attendance over a two year period after implementing the use of student response systems (Kenwright, 2009)

Simple Technology- Although student response systems were originally created for use at the college level they have been developed into small, easy-to-use instructional tools that can be also be used in K-12 classrooms (Caldwell, 2007)

Other studies have also reported boosts in student confidence and overall attitude towards learning. One student shared feedback in an online survey on their experience using clickers: My confidence to begin with was low, and I was nervous to answer questions in case it was incorrect. As time went on I was happy to use the clickers and was quite shocked to find out that I understood more than I thought I understood. ... By the end I felt very relaxed in answering questions, even when I got them wrong, ... the tool actually increased my confidence in lectures knowing that I was on the right track, or just shifting me slightly if I was not!

EVALUATING STUDENT RESPONSE SYSTEMS (Green & Longman, 2012, p.11) Challenges and Limitations Studies have also shown negative attitudes towards student response systems because of the challenges and limitations presented by these devices including: Technical Issues-Some teachers noted the lack of technical support and training other than training on using the devices to take attendance. Technical issues tied into problems with time management with time spent trying to fix problems with clickers during instruction (Caldwell, 2007)

Time Issues-The most common problem teachers reported was the amount of time needed to set up, transition, design, maintain resources and analyze response data was difficult to manage (Kenwright, 2009)

Expenses-At the high school and college levels, students are sometimes responsible for purchasing their own clicker. Although the cost of most clickers is only $30 that is an extra expense some students and families cannot afford (Kenwright, 2009). Although the majority of student feedback shows a positive attitude towards

student response systems one negative opinion of clickers students reported was the teachers lack of knowledge and experience on how to efficiently operate and conduct lessons using clickers (Caldwell, 2007). Conclusion The research findings in my literature review overall promote the use of student response systems for their effectiveness as valuable learning tools that can

EVALUATING STUDENT RESPONSE SYSTEMS enhance student motivation and offer teachers and effective assessment tool. The research also concluded that while many positive effects have been observed using

student response systems more field research in classrooms with skilled teachers is necessary in order to determine if these devices have credible impact on student achievement. Caldwell (2007) concluded, Although much research remains to be done to elucidate the reasons why clickers are effective, they do seem to enhance students active learning, participation, and enjoyment of classes. When used during lectures, clickers have either neutral or positive effects and a more strongly positive effect on learning outcomes when combined with peer or cooperative learning. They increase attendance and retention and can be used to promote student accountability. They simulate a one-to-many dialogue and make it easier for both instructors and students to receive prompt feedback. (p.19)

Overall, student and teacher feedback in these studies showed overwhelming positive experiences using student response systems. Limitations and challenges are minor in comparison to the benefits of implementing these devices in the classroom. Students enjoy student response systems and teachers are able to meet more and more teaching challenges using these devices and that makes them worth the investment.

EVALUATING STUDENT RESPONSE SYSTEMS

References Caldwell, J.E. (2007). Clickers in the large classroom: current research and bestpractice tips. Life Sciences Education. Retrieved November 21, 2012, from http://w.lifescied.org/content/6/1/9.full.pdf+html Green,K., Longman, D. (2012) Polling Learning: Modeling the use of technology in classroom questioning. Tean Journal 4. Retrieved November 21, 2012, from http://194.81.189.19/ojs/index.php/TEAN/article/viewFile/132/208 Kenwright, K. (2009). Clickers in the classroom. Tech Trends. Retrieved November 21, 2012, from http://web2denmark.pbworks.com/f/clickers+in+the+classroom.pdf