A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance

• Published in: Journal of accounting education 2013-03, Vol.31 (1), p.17-30
• Main Authors: Chui, Lawrence, Martin, Kasey, Pike, Byron
• Format: Article
• Language: English
• Subjects: Academic achievement; Accounting; Classroom response systems; Clickers; Confidence; Course performance; Feedback (Response); Intellectual Disciplines; Interactive classroom tools; Interactive student response system (SRS); Self study; Student behavior; Student Improvement; Student Reaction; Studies; Teaching methods
• ISSN: 0748-5751; 1873-1996
• DOI: 10.1016/j.jaccedu.2013.01.002

► Examines the influence of student response system (SRS) on course performance. ► Investigates how SRS affects confidence and time spent studying outside of class. ► Higher in-class performance on quizzes was found for students using SRS. ► No differences in overall course performance were found for students using SRS. ► Students with SRS were more confident and spent less time studying for the course. The interactive student response system (SRS), commonly referred to as ‘clickers,’ is an alternative learning method that has the potential to improve student course (i.e., quiz/examination) performance. Prior SRS studies both within accounting and other academic disciplines have found conflicting results as to its influence on student course performance. This quasi-experimental study re-examines the relationship between the use of an SRS and course performance. We also investigate how using SRS influences student confidence and time spent studying outside of class. Unlike prior SRS related studies, we tested both our SRS class and our control class (with no SRS) in the same academic semester with the same instructor to provide a higher degree of experimental control. Through doing so, we compared the benefit of immediate feedback achieved by SRS to the delayed feedback of traditional assessment formats. Higher in-class performance on multiple-choice quiz items was found for students using SRS versus those who did not use SRS; however, no significant differences in examination performance or overall course performance were noted between the two groups. Students using SRS reported being more confident in their abilities and spent less time preparing for the course outside of class, while maintaining similar overall course performance when compared to those who did not use the SRS. We conclude our study by providing areas of meaningful future research related to the use of SRS.