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A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance

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  • Chui, Lawrence
  • Martin, Kasey
  • Pike, Byron

Abstract

The interactive student response system (SRS), commonly referred to as ‘clickers,’ is an alternative learning method that has the potential to improve student course (i.e., quiz/examination) performance. Prior SRS studies both within accounting and other academic disciplines have found conflicting results as to its influence on student course performance. This quasi-experimental study re-examines the relationship between the use of an SRS and course performance. We also investigate how using SRS influences student confidence and time spent studying outside of class. Unlike prior SRS related studies, we tested both our SRS class and our control class (with no SRS) in the same academic semester with the same instructor to provide a higher degree of experimental control. Through doing so, we compared the benefit of immediate feedback achieved by SRS to the delayed feedback of traditional assessment formats. Higher in-class performance on multiple-choice quiz items was found for students using SRS versus those who did not use SRS; however, no significant differences in examination performance or overall course performance were noted between the two groups. Students using SRS reported being more confident in their abilities and spent less time preparing for the course outside of class, while maintaining similar overall course performance when compared to those who did not use the SRS. We conclude our study by providing areas of meaningful future research related to the use of SRS.

Suggested Citation

  • Chui, Lawrence & Martin, Kasey & Pike, Byron, 2013. "A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance," Journal of Accounting Education, Elsevier, vol. 31(1), pages 17-30.
    • Handle: RePEc:eee:joaced:v:31:y:2013:i:1:p:17-30
    DOI: 10.1016/j.jaccedu.2013.01.002
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    References listed on IDEAS

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    1. Clifford Nowell & Richard M. Alston, 2007. "I Thought I Got an A! Overconfidence Across the Economics Curriculum," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(2), pages 131-142, April.
    2. Fogarty, Timothy J. & Goldwater, Paul M., 2010. "Beyond just desserts: The gendered nature of the connection between effort and achievement for accounting students," Journal of Accounting Education, Elsevier, vol. 28(1), pages 1-12.
    3. Peter Booth & Peter Luckett & Rosina Mladenovic, 1999. "The quality of learning in accounting education: the impact of approaches to learning on academic performance," Accounting Education, Taylor & Francis Journals, vol. 8(4), pages 277-300.
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    1. Barreiro-Gen, María, 2020. "Evaluating the effects of mobile applications on course assessment: A quasi-experiment on a macroeconomics course," International Review of Economics Education, Elsevier, vol. 34(C).
    2. Fan, Hong & Song, Xiaofei, 2020. "The advantages of combining mobile technology and audience response systems," Journal of Accounting Education, Elsevier, vol. 50(C).
    3. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.
    4. Fred Phillips & Regan N. Schmidt, 2016. "Accounting Students’ Planning, Writing, and Performance on a Time‐Constrained Case Analysis: Effects of Self‐Talk and Prior Achievement," Accounting Perspectives, John Wiley & Sons, vol. 15(4), pages 311-329, December.

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