Effectiveness of Student Response Systems in Terms of Learning Environment, Attitudes and Achievement

Autor/inn/en	Cohn, Stephen T.; Fraser, Barry J.
Titel	Effectiveness of Student Response Systems in Terms of Learning Environment, Attitudes and Achievement
Quelle	In: Learning Environments Research, 19 (2016) 2, S.153-167 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-015-9195-0
Schlagwörter	Audience Response Systems; Educational Environment; Attitudes; Achievement; Grade 7; Grade 8; Science Instruction; Questionnaires; Data Analysis; Middle School Students; Student Attitudes; Item Analysis; Reliability; New York + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Attitude; Einstellung; Verhalten; Performance; Leistung; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fragebogen; Auswertung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Itemanalyse; Reliabilität
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01