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Using Handheld Electronic Responders in the Classroom to Provide Immediate Feedback and Enhance Student Learning. The Classroom Performance System (CPS) Was Used. Computer loaded with CPS Software:. Receiver: Receives information from Wireless Remotes, Transmits to the computer.
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Using Handheld Electronic Responders in the Classroom to Provide Immediate Feedback and Enhance Student Learning
The Classroom Performance System (CPS) Was Used Computer loaded with CPS Software: Receiver: Receives information from Wireless Remotes, Transmits to the computer. Projection Device: Projects information from the computer so that students can view data. LCD Projector or Television will work. Wireless Keypads: Receives information from the Students, then transmits to the Receiver.
How is CPS Used? • The instructor prepares questions in advance using the CPS software • The instructor displays the question at the appropriate time in the lecture • Students respond on their response pads • Aggregated answers are displayed for all to see • The instructor can then proceed with the next concept or “reteach” if necessary.
Classes Involved • ANS 309 Livestock Evaluation • ARE 201 Introduction to Agricultural and Resource Economics • BIT 360 (2 sections) Manipulation of Recombinant DNA • ET 252 Introduction to Spatial Technologies • NTR 301 Introduction to Human Nutrition • STS 323 World Population and Food Prospects
It was believed that: • Providing immediate feedback to students during class would enhance their learning of the materials. • Student attitudes toward the course would be enhanced by use of the response system.
Quantitative Compare student grades in the classes that used CPS with student grades in the same class taught by the same instructor the previous semester Qualitative Interview students to gauge their reaction to the technology Interview instructors to gauge their reaction to the technology Assessment Plan
Problems and Limitations • There were major implementation issues in ARE 201 because the classroom computer was under the control of technicians who wanted 6 months lead time to install the software. • An older laptop computer was used and there were substantial technical problems • Eventually the system was able to be used
Problems and Limitations • In ANS 309, most of the class sessions were held out in the field, so the system was used less often than in the other classes. • The room did not have a dedicated teaching computer so a laptop was used; thus some time was involved in setup for each class.
Triumphs • A dedicated teaching computer was used with both sections of BIT 360 and ET 252. • The system worked smoothly and there were no problems.
Class Mean Grade in CPS Class Mean Grade in No CPS Class N of Students in CPS Class N of Students in No CPS Class ANS 309 86.5 84.5 23 12 ARE 201 86.0 85.2 51 46 BIT 360 87.1 91.2 18 16 BIT 360 91.2 89.7 18 17 Quantitative Assessment
Phase II Study • Because of the implementation problems in one class and the lack of rigorous experimental control involved in this exploratory study (the use of volunteer instructors, differences among classes in the use of the system, and the comparison groups used), the researchers decided to replicate the study in an educational setting where more control was possible.
Agriscience Applications Class Number Instructional Unit 1: FFA History Instructional Unit 2: Leadership Development Class 1: Instructor 1 Traditional Feedback Electronic Feedback Class 2: Instructor 2 Electronic Feedback Traditional Feedback Class 3: Instructor 3 Electronic Feedback Traditional Feedback Phase II – Southern Nash High School
Group N M SD SE Treatment 61 89.98 8.72 1.12 Comparison 61 84.41 12.62 1.62 Phase II – Quantitative Findings The value of t was 2.835, which is statistically significance at the 0.005 probability level.
Qualitative Findings • 28 students in five classes (ANS 309, ARE 201, BIT 360 (2 sections) and ET 252) were interviewed. • Generally students were very positive about the technology with the exception of students in ARE 201 where there were technical problems.
Sample Student Comments • They are very helpful. I especially like them for this type of class. It helps me focus on the important points. • It is a nice alternative to typical question asking in a class setting because it gets the entire class to answer the question anonymously with instant and graphical feedback. This is great for a no-pressure learning atmosphere.
More Student Comments • It is a useful teaching tool because it allows us to review material and answer questions as if they were on a test. • Helpful in class to make sure you understood the material. • It seems to work, the UFO thing (receiver) is pretty cool.
Relevant Word or Word String Frequency Helped 65 instances Easy 51 instances Participate 38 instances Fun 38 instances Learn 25 instances Pay Attention 17 instances Understand 10 instances Words Used by High School Students
Instructor Reactions • In spite of the technical and implementation problems in some classes, the instructors were generally positive about the system.
Specific Instructor Comments • The system has merit in the right circumstances but it has its limitations. (ANS 309) • I like the concept and the interaction that it gives the students and the instructor for specific types of questions. Sometimes it's hard to judge when students get what you're saying, and this is an alternate channel of communication that's worth merit. (ARE 201)
More Instructor Comments • I love it. Students seemed more actively engaged in lecture. They really enjoyed using them and told me that. (BIT 360, Section 1) • Excellent, the students greatly enjoyed it (they complained when we didn’t use it in lecture). The students felt more involved in the class, and ALL students, not just one or two who always spoke up. So it forced everyone to think. For the instruction, it helped me gauge understanding better. (BIT 360, Section 2)
Conclusions • Using a classroom responder system appears to have merit. • Students and instructors believe it enhances the teaching and learning process. • More research is needed to gauge the actual impact on student learning.
Costs • Purchase Model Pricing to purchase a CPS unit is as follows: CPS 24-pad system - $3,000 CPS 32-pad system - $4,000 Extra receivers & pads – Priced based on quantity purchased. E-Instruction has an introductory special allowing you to buy one or more systems and get one or more systems free.
Costs • Bookstore Model – University purchases receivers and students purchase keypads through the bookstore. • Cost to the University - A receiver unit costs $250 and will handle up to 90 students on one receiver. The CPS software is included with the receiver unit. The institution is provided a site license and free upgrades for the life of the adoption. • Cost to the Student - The response pads used by the students are serial response pads and have a serial number on the back of the response pad. On the eInstruction website, students activate their response pad for $15 per term. This price covers activation for one or more courses for the term. The student can keep the pad for use the next semester or sell it back to the bookstore.
