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    Effectiveness of student response systems in terms of learning environment, attitudes and achievement

    234850_234850.pdf (507.7Kb)
    Access Status
    Open access
    Authors
    Cohn, S.
    Fraser, Barry
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Cohn, S. and Fraser, B. 2015. Effectiveness of student response systems in terms of learning environment, attitudes and achievement. Learning Environments Research. 19 (2): pp. 153-167.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-015-9195-0
    ISSN
    1387-1579
    School
    Science and Mathematics Education Centre (SMEC)
    Remarks

    The final publication is available at Springer via http://doi.org/10.1007/s10984-015-9195-0

    URI
    http://hdl.handle.net/20.500.11937/21400
    Collection
    • Curtin Research Publications
    Abstract

    In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity and internal consistency reliability of the HDYFATC, as well as its ability to differentiate between the perceptions of students in different classrooms. Very large differences between users and non-users of SRS, ranging from 1.17 to 2.45 standard deviations for various learning environment scales, attitudes and achievement, supported the efficacy of using SRS.

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