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The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy

Author

Listed:
  • Wen-Jye Shyr

    (Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan)

  • Ying-Ming Hsieh

    (Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan)

  • Ching-Huei Chen

    (Department of Industrial Education and Technology, National Changhua University of Education, No. 1, Jin-De Road, Changhua 500, Taiwan)

Abstract

This study investigated the effects of using different online instant response systems (IRSs) on students, particularly in remedial mathematics classrooms. To achieve the goals, this study applied a mixed-methods approach to examine the effects on learning performance, intrinsic motivation, and self-efficacy. The participants were the seventh-grade junior high school students; they were randomly divided into three experimental groups, Kahoot-based IRS, Quizlet-based IRS, and control group. The results indicated that students in the Kahoot-based IRS performed significantly better in mathematics learning performance and reported higher learning interests, choice, and group self-efficacy. Meanwhile, students in the Quizlet-based IRS remedial classroom reported more positively on learning interest, value, effort, and choice than to the control group.

Suggested Citation

  • Wen-Jye Shyr & Ying-Ming Hsieh & Ching-Huei Chen, 2021. "The Effects of Peer-Based Instant Response System to Promote Learning Performance, Intrinsic Motivation and Self-Efficacy," Sustainability, MDPI, vol. 13(8), pages 1-13, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:8:p:4320-:d:535201
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