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Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts
ARTICLE

, Northern Illinois University, United States

Journal of Technology and Teacher Education Volume 20, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

The effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts was investigated in an undergraduate teacher preparation course. Participants were undergraduate students enrolled in a special education initial certification program. Student performance on quizzes and self-reports of engagement were compared between lectures given with and without the SRS. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS. Weekly self-reports showed no association between SRS and improved engagement in class sessions. However, at the conclusion of the class, students reported favorable opinions of the SRS and believed it helped improve their learning and attention in class. Implications for teaching and future research are discussed.

Citation

Blood, E. (2012). Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts. Journal of Technology and Teacher Education, 20(1), 5-20. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 16, 2019 from .

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