The purpose of this project is two fold: (a) to evaluate the technology (hardware and software) of the student response system (SRS) used at Brigham Young University (BYU) and (b) to evaluate which instructional methods being used with the SRS students' feel are most helpful. In the past, the student response systems supported by BYU have not fully met the needs of professors and problems with the systems have limited professors' uses of the SRS. Ten professors were randomly selected to participate in the evaluation using a stratified random sampling technique. The data collection methods consisted of classroom observations, interviews with the ten selected professors, focus groups with students in the professors' classes, a student survey, and a professor survey. Data were collected throughout Winter semester 2007. The new system, iClicker, functioned well for the majority of professors. Some technical problems were encountered, but professors were typically able to resolve them as they gained more experience with the system. The most frequently stated problem for professors was with iGrader, which limited some professors' uses of the system. Students, however, experienced few technical problems with their clickers. The most frequent problem cited from students was the clicker shutting off easily. Students were generally positive about the helpfulness of the instructional methods professors were using. The instructional method students found most helpful was receiving immediate feedback. They also felt their comprehension of course material, attendance to lecture, attentiveness/engagement during lecture, participation in lecture, and achievement in the course had increased from using the SRS. However, a significant factor in students' perceptions of the clicker's helpfulness was the cost of purchasing the clicker. The least positive students felt that the cost of purchasing the clicker outweighed the benefits of using a student response system. These students rated the instructional methods as less helpful and rated their comprehension, attendance, engagement, participation, and achievement increasing less than those that felt the cost was worth the benefit.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-2212 |
| Date | 08 November 2007 |
| Creators | Hanson, Coral Marie |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | http://lib.byu.edu/about/copyright/ |
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