Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum

Autor/inn/en	FitzPatrick, Kathleen A.; Finn, Kevin E.; Campisi, Jay
Titel	Effect of Personal Response Systems on Student Perception and Academic Performance in Courses in a Health Sciences Curriculum
Quelle	In: Advances in Physiology Education, 35 (2011) 3, S.280-289 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00036.2011
Schlagwörter	Learner Engagement; Feedback (Response); Required Courses; Student Attitudes; Active Learning; Exercise Physiology; Anatomy; Handheld Devices; Participant Satisfaction; Pretests Posttests; Health Education; Audience Response; Student Reaction; Technology Uses in Education; Achievement Gains + Suchen Sie Ihr Suchwort? Pflichtkurs; Schülerverhalten; Aktives Lernen; Sportphysiologie; Anatomie; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Zuschauerverhalten; Schülerkritik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement gain; Leistungssteigerung
Abstract	To increase student engagement, active participation, and performance, personal response systems (clickers) were incorporated into six lecture-based sections of four required courses within the Health Sciences Department major curriculum: freshman-level Anatomy and Physiology I and II, junior-level Exercise Physiology, and senior-level Human Pathophysiology. Clickers were used to gather anonymous student responses to questions posed within the class period after individual thought and peer discussion. Students (n = 293, 88% of students completing the courses) completed a perceptual survey on clicker effectiveness inserted into the Student Assessment of Learning Gains online instrument. Across courses and years, students uniformly rated several dimensions of clicker use as providing good to great gain in engaging them in active learning, increasing participation and involvement during class, maintaining attention, applying material immediately, providing feedback concerning their understanding, and offering an anonymous format for participation. Within these four sections, quiz grades were compared between clicker and nonclicker years. Significant increases in pre- and posttest scores were seen in Exercise Physiology in clicker years and on some, but not all material, in Anatomy and Physiology I and II based on content quizzes. Human Pathophysiology results were unexpected, with higher quiz scores in the nonclicker year. The results support the hypothesis of increased engagement with clicker use. The hypothesis of increased student performance was not consistently supported. Increased performance was seen in Exercise Physiology. In Anatomy and Physiology I and II, performance improved on some content quizzes. In Human Pathophysiology, performance did not improve with clickers. (Contains 4 figures and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10