Article Review # 1

Filer, D. (2010). Everyone’s answering: Using technology to increase classroom participation. Nursing Education Perspectives, 31 (4). Retrieved from http://web.a.ebscohost.com/ehost/detail/detail?vid=2&sid=ac466cf6-ac61-4cc0-83b5-84f5b0b2ea27%40sessionmgr4002&hid=4212&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9h&AN=57512031

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.