Exploring Individual Differences in Attitudes toward Audience Response Systems
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| Title: | Exploring Individual Differences in Attitudes toward Audience Response Systems |
|---|---|
| Language: | English |
| Authors: | Kay, Robin H., Knaack, Liesel |
| Source: | Canadian Journal of Learning and Technology. Win 2009 35(1). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 20 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education Secondary Education |
| Descriptors: | Audience Response, Gender Differences, Secondary School Students, Feedback (Response), Student Participation, Formative Evaluation, Student Reaction, Multiple Choice Tests, Classroom Techniques, Student Surveys, Questionnaires, Predictor Variables, Student Attitudes, Teaching Methods, Educational Technology, Computer Attitudes, Computer Uses in Education, Computer Assisted Testing, Correlation, Individual Differences, Attitude Measures |
| ISSN: | 1499-6677 |
| Abstract: | The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught. (Contains 7 tables.) |
| Abstractor: | As Provided |
| Number of References: | 46 |
| Entry Date: | 2010 |
| Accession Number: | EJ880044 |
| Database: | ERIC |
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| Abstract: | The purpose of this study was to examine individual differences in attitudes toward Audience Response Systems (ARSs) in secondary school classrooms. Specifically, the impact of gender, grade, subject area, computer comfort level, participation level, and type of use were examined in 659 students. Males had significantly more positive attitudes toward ARSs than female students. Students who were more comfortable with computers had significantly more positive attitudes than students who were less comfortable. Students who did not actively participate in class before ARSs were used were more positive about this tool than students who regularly participated. Finally, students were significantly more positive about ARSs when they were used for formative (not for grades) as opposed to summative (for grades) assessment. There were no significant differences observed for grade level or subject area taught. (Contains 7 tables.) |
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| ISSN: | 1499-6677 |
