How Personal Response Systems Promote Active Learning in Science Education?

Sehnaz Baltaci-Goktalay

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This study examines the effect of using personal response system (PRS) on students’ academic performance and their attitude towards science. Three research questions were addressed in the study: (1) Is there any difference in academic achievement of 5th grade students when it is used PRS in science and technology courses? (2) Does PRS effect 5th graders’ attitudes towards science? (3) What are the 5th graders’ attitudes towards PRS use in the classroom? The results show that there is no difference in terms of achievement between pre-test and post-test scores in both groups. On the other hand, there is a positive difference on attitudes towards science on behalf of the experimental groups. In addition, boys were found to be more positive to PRS than girls based on the PRS attitude scale. The qualitative component involved focus group discussion with six students and an interview with the class teacher. Students are also observed while they were using the PRS in the classroom. Participants provided positive feedback regarding the use of PRS and requested the increase in use because they felt the use of PRS supported and improved their classroom learning, made the course more fun, and increased the course participation. They also enjoyed the peer discussions that instructors facilitated with regard to the use of PRS. The teacher was also positive about using PRS in his classroom.

RECEIVED 18 January 2016, REVISED 21 January 2016, ACCEPTED 21 January 2016


personal response systems, clickers, TEFA, active learning, science education

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Journal of Learning and Teaching in Digital Age. All rights reserved, 2016. ISSN:2458-8350