Student Response System (SRS) Satisfaction for Students in High School Biology Classrooms: Differences for Class Type, Prior Learning Experience, and Student Participation

ID: 31973 Type: Brief Paper
  1. Rochelle Jacks and Chia-Jung Chung, California State University, Sacramento, United States

Tuesday, March 8 5:35-5:55 PM Location: Two Rivers

Presider: Timothy Pelton, University of Victoria, Canada

Abstract: Today’s science teacher must not only be proficient in subject matter, but also in effective teaching practices and the technologies that can enhance those practices (Dani & Koenig, 2008). We know now however, that teacher centered lecture does little to engage or teach students anything. Student Response Systems (SRS) have shown to have promising effects on student engagement at the college and high school levels. They have been found to be beneficial for providing immediate feedback to the instructor related to student understanding of the content being presented. In this study, SRS were applied in two high school biology classes. The purpose of the study was to determine if the clickers had positive effect on student learning outcomes. Students were surveyed to measure their degree of satisfaction with the technology as it applied to their learning experience. Ten student interviews were also conducted to obtain more detailed information about the students’ experience.

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