Filer, D. (2010). Everyone’s answering: Using technology to
increase classroom participation. Nursing
Education Perspectives, 31 (4).
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This article discusses the idea of using an audience
response system (ARS) in a lecture style classroom, and evaluating the
results. The research team conducted a
pilot study in which 4 different sections of ninety students were observed and
asked questions to discuss their opinion of the course. Two sections used the electronic clicker for
participation and class questions, and two sections used verbal question and
answer formats typically found in a lecture style class. Student were aware of the project, and their participation
did not affect their final course grade.
The study posed these four questions:
Does the use of an ARS in a lecture classroom:
1.
Increase student knowledge scores?
2.
Enhance student motivation and comfort in the
classroom?
3.
Increase the quality of a lecture as perceived
by the student?
4.
Increase student participation?
The quizzes used to determine student knowledge were 5 multiple
choice questions based on class content.
There were a total of 174 quizzes completed and used for the data
presented in the article. The data was
evaluated using sample t-tests with p <. 05, and with chi squared testing.
There
were several interesting outcomes of this study. Results in favor of using an ARS were that
students were much happier with the structure of the lecture. A higher percentage of students felt more
comfortable in giving their answer anonymously by way of electronic device. The students were more inclined to participate
during the lecture as well. Thus when
answering questions 2-4 for the study, it seemed that the ARS provided
overwhelming positive results.
This result could benefit the classroom
in many ways. First, the ARS allowed
students to take more risks in answering questions. They did not feel the social pressure of
getting every question correct. It also
aided students in motivation because when results from a questions were posted
on the screen, students saw that they were not the only ones who had a
misconception about a topic. Students
were able to see where their lack of understanding was stemming from, and could
then pursue finding clarification on the topic.
Also when using the ARS, the lecture participation moved from one or two
students answering verbally, to virtually all students answering
electronically. This kept more students
involved in the lecture. When the
attention of the student is held for more of the lecture, overall learning
would logically increase. However this
did not seem to be the case for the short quizzes taken after lectures. The control group mean scores were not
significantly different that the ARS group.
Perhaps five questions was not enough to truly determine a difference in
learning. Even with no significant
difference in learning outcomes, the ARS was obviously beneficially for student
perceptions and participation in the classroom.
There are several implications for
this study going forward. The ARS system
can be effective for classroom participation, as long as lectures are designed
carefully. The type of questions, and
the varying level of difficulty, may play a role in how useful the ARS system
is. The ARS does not mean instructors no
longer have to worry about providing an engaging and interactive lesson,
however is does become on tool of many that a teacher can use to bring a
variety to their instruction methods.
Also instructors could use the recorded responses from the ARS to help
them evaluate and reflect on their teaching.
They can identify the material that students struggle with the most
during lecture, and use that to enhance their lesson plans. In a college environment lecture style
teaching is predominantly used. The ARS
provides a way to continue with lectures, but still bring an interactive side
to the classroom to aide in increasing student understanding.
