Skip to main content
SpringerLink
Log in

Effectiveness of student response systems in terms of learning environment, attitudes and achievement

  • Original Paper
  • Published:
Learning Environments Research Aims and scope Submit manuscript

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.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 13, 131–150.

    Article  Google Scholar 

  • Aldridge, J. M., & Fraser, B. J. (2000). A cross-cultural study of classroom learning environments in Australia and Taiwan. Learning Environments Research, 3, 101–134.

    Article  Google Scholar 

  • Aldridge, J. M., Fraser, B. J., & Ntuli, S. (2009). Utilising learning environment assessments to improve teaching practices among in-service teachers undertaking a distance education programme. South African Journal of Education, 29, 147–170.

    Google Scholar 

  • Aldridge, J. M., Fraser, B. J., & Sebela, M. P. (2004). Using teacher action research to promote constructivist learning environments in South Africa. South African Journal of Education, 24, 245–253.

    Google Scholar 

  • Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C.-C. (2000). Constructivist learning environments in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22, 37–55.

    Article  Google Scholar 

  • Allport, G. (1956). The nature of prejudice. Reading: Addison-Wesley.

    Google Scholar 

  • Baker, D. R. (1985). Predictive value of attitude, cognitive ability, and personality to science achievement in the middle school. Journal of Research in Science Teaching, 22, 103–113.

    Article  Google Scholar 

  • Baron, R. A., & Byrne, D. (1977). Understanding human interaction (2nd ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Brewer, C. (2004). Near real-time assessment of student learning and understanding in biology courses. BioScience, 54, 1034–1040.

    Article  Google Scholar 

  • Burnstein, R., & Lederman, L. (2001). Using wireless keypads in lecture classes. Physics Teaching, 39, 8–11.

    Article  Google Scholar 

  • Caine, G., & Caine, R. N. (1994). Making connections: Teaching and the human brain. Menlo Park: Addison-Wesley.

    Google Scholar 

  • Carnevale, D. (2005). Run class like a game show: ‘Clickers’ keep students involved. The Chronicle of Higher Education, 51, 42.

    Google Scholar 

  • Casanova, J. (1971). An instructional experiment in organic chemistry: The use of student response systems. Journal of Chemical Education, 48, 453–455.

    Article  Google Scholar 

  • Chionh, Y. H., & Fraser, B. J. (2009). Classroom environment, achievement, attitudes and self-esteem in geography and mathematics in Singapore. International Research in Geographical and Environmental Education, 18, 29–44.

    Article  Google Scholar 

  • Cohen, J. (1992). A power primer. Psychological Bulletin, 112, 155–159.

    Article  Google Scholar 

  • Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69, 970–977.

    Article  Google Scholar 

  • den Brok, P., Fisher, D., Rickards, T. W., & Bull, E. (2006). Californian science students’ perceptions of their classroom learning environments. Educational Research and Evaluation, 12(1), 3–25.

    Article  Google Scholar 

  • Dorman, J. P. (2003). Cross-national validation of the What Is Happening In this Class? (WIHIC) questionnaire using confirmatory factor analysis. Learning Environments Research, 6, 231–245.

    Article  Google Scholar 

  • Draper, S. W., & Brown, M. I. (2004). Increasing interactivity in lectures using an electronic voting system. Journal of Computer Assisted learning, 20, 81–94.

    Article  Google Scholar 

  • Duncan, D. (2005). Clickers in the classroom: How to enhance science teaching using classroom response systems. San Francisco: Pearson Education Inc.

    Google Scholar 

  • Duncan, D. (2006). Clickers: A new teaching aid with exceptional promise. Astronomy Education Review, 5, 70–88.

    Article  Google Scholar 

  • Duncan, D. (2008, November). Clickers: A new teaching tool of exceptional promise. Paper presented at the inaugural conference on classroom response systems: innovations and best practices, University of Louisville, KA.

  • Fisher, D. L., & Fraser, B. J. (1981). Validity and use of my class inventory. Science Education, 65, 145–156.

    Article  Google Scholar 

  • Fisher, D. L., & Fraser, B. J. (1983). Validity and use of classroom environment scale. Educational Evaluation and Policy Analysis, 5, 261–271.

    Article  Google Scholar 

  • Fisher, D. L., Henderson, D., & Fraser, B. J. (1997). Laboratory environments and student outcomes in senior high school biology. American Biology Teacher, 59, 214–219.

    Article  Google Scholar 

  • Fraser, B. J. (1978). Some attitude scales for ninth grade science. School Science and Mathematics, 78, 379–384.

    Article  Google Scholar 

  • Fraser, B. J. (1981). Test of science-related attitudes handbook. Melbourne: Australian Council for Educational Research.

    Google Scholar 

  • Fraser, B. J. (1998). Science learning environments: Assessment, effects and determinants. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 527–564). Dordrecht: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Fraser, B. J. (2001). Twenty thousand hours: Editor’s introduction. Learning Environments Research, 4, 1–5.

    Article  Google Scholar 

  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1240). New York: Springer.

    Chapter  Google Scholar 

  • Fraser, B. J. (2014). Classroom learning environments: Historical and contemporary perspectives. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 104–117). New York: Routledge.

    Google Scholar 

  • Fraser, B. J., Aldridge, J. M., & Adolphe, F. S. G. (2010). A cross-national study of secondary science classroom environments in Australia and Indonesia. Research in Science Education, 40, 551–571.

    Article  Google Scholar 

  • Fraser, B. J., Anderson, G. J., & Walberg, H. J. (1982). Assessment of learning environments: Manual for learning environment inventory (LEI) and my class inventory (MCI) (3rd ed.). Perth: Western Australian Institute of Technology.

    Google Scholar 

  • Fraser, B. J., Fisher, D. L., & McRobbie, C. J. (1996, April). Development, validation, and use of personal and class forms of a new classroom environment instrument. Paper presented at the annual meeting of the American Educational Research Association, New York.

  • Fraser, B. J., Giddings, G. J., & McRobbie, C. J. (1995). Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments. Journal of Research in Science Teaching, 32, 399–422.

    Article  Google Scholar 

  • Fraser, B. J., & Lee, S. S. U. (2009). Science laboratory classroom environments in Korean high schools. Learning Environments Research, 12, 67–84.

    Article  Google Scholar 

  • Fraser, B. J., & McRobbie, C. J. (1995). Science laboratory classroom environments at schools and universities: A cross-national study. Educational Research and Evaluation, 1, 289–317.

    Article  Google Scholar 

  • Fraser, B. J., & O’Brien, P. (1985). Student and teacher perceptions of the environment of elementary-school classrooms. Elementary School Journal, 85, 576–580.

    Article  Google Scholar 

  • Fraser, B. J., & Raaflaub, C. (2013). Subject and sex differences in the learning environments—Perceptions and attitudes of Canadian mathematics and science students using laptop computers. Curriculum and Teaching, 28(1), 57–58.

    Article  Google Scholar 

  • Goh, S. C., Young, D. J., & Fraser, B. J. (1995). Psychosocial climate and student outcomes in elementary mathematics classrooms: A multilevel analysis. Journal of Experimental Education, 64, 29–40.

    Article  Google Scholar 

  • Guess, A. (2008). Keeping clickers in the classroom. Retrieved March 25, 2009, from http://www.insidehighered.com/news/2008/07/18/clickers.

  • Hatch, J., Jensen, M., & Moore, R. (2005). Manna from heaven or ‘clickers’ from hell. Journal of College Science Teaching, 34, 36–39.

    Google Scholar 

  • Helding, K., & Fraser, B. J. (2013). Effectiveness of National Board Certification (NBC) teachers in terms of classroom environment, attitudes and achievement among secondary science students. Learning Environments Research, 13, 1–21.

    Article  Google Scholar 

  • Homme, J., Asay, G., & Morgenstern, B. (2004). Utilization of an audience response system. Medical Education, 38, 575.

    Article  Google Scholar 

  • Joosten, T., & Kaleta, R. J. (2006, April). “Clickers” in the classroom: Analyses from the University of Wisconsin System Project. Paper presented at the UW system joint conference 2006, Green Lake, WI.

  • Judson, E., & Sawada, D. (2002). Learning from past and present: Electronic response systems in college lecture halls. Journal of Computers in Mathematics and Science Teaching, 21, 167–181.

    Google Scholar 

  • Julian, G. M. (1995). Socratic dialogue—With how many? The Physics Teacher, 33, 338–339.

    Article  Google Scholar 

  • Khoo, H. S., & Fraser, B. J. (2008). Using classroom psychosocial environment in the evaluation of adult computer application courses in Singapore. Technology, Pedagogy and Education, 17, 67–81.

    Article  Google Scholar 

  • Kim, H. B., Fisher, D. L., & Fraser, B. J. (1999). Assessment and investigation of constructivist science learning environments in Korea. Research in Science and Technological Education, 17, 239–249.

    Article  Google Scholar 

  • Klopfer, L. E. (1971). Evaluation of learning in science. In B. S. Bloom, J. T. Hastings, & G. F. Madaus (Eds.), Handbook on summative and formative evaluation of student learning (pp. 559–641). New York: McGraw Hill.

    Google Scholar 

  • Klopfer, L. E. (1976). A structure for the affective domain in relation to science education. Science Education, 60, 299–312.

    Article  Google Scholar 

  • Koh, N. K., & Fraser, B. J. (2014). Learning environment associated with the use of mixed-mode delivery model among secondary business studies students in Singapore. Learning Environments Research, 17, 157–171.

    Article  Google Scholar 

  • Kretch, D., & Crutchfield, R. S. (1980). Sosyal psikoloji: Teori ve problemler. Istanbul: Istanbul Üniversitesi.

    Google Scholar 

  • Lackney, J. (1998). Design principles based on brain-based learning research. Retrieved June 8, 2010, from http://www.designshare.com/research/brainbasedlearn98.htm.

  • Lewin, K. (1936). Principles of topological psychology. New York: McGraw.

    Book  Google Scholar 

  • Lightburn, M. E., & Fraser, B. J. (2007). Classroom environment and student outcomes among students using anthropometry activities in high-school science. Research in Science and Technological Education, 25, 153–166.

    Article  Google Scholar 

  • Lightstone, K. (2006). How remote responders affect teaching. The Teaching Professor, 20, 8.

    Google Scholar 

  • Littauer, R. (1972). Instructional implications of a low-cost electronic student response system. Educational Technology Teacher and Technology Supplement, 12, 69–71.

    Google Scholar 

  • Liu, L., & Fraser, B. J. (2013). Development and validation of an English classroom learning environment inventory and its application in China. In M. S. Khine (Ed.), Application of structural equation modeling in educational research (pp. 75–89). Rotterdam: Sense Publishers.

    Chapter  Google Scholar 

  • MacLeod, C., & Fraser, B. J. (2010). Development, validation and application of a modified Arabic translation of the What Is Happening In this Class? (WIHIC) questionnaire. Learning Environments Research, 13, 105–125.

    Article  Google Scholar 

  • Martin-Dunlop, C., & Fraser, B. J. (2008). Learning environment and attitudes associated with an innovative science course designed for prospective elementary teachers. International Journal of Science and Mathematics Education, 6, 163–190.

    Article  Google Scholar 

  • Martyn, M. (2007). Clickers in the classroom: An active learning approach. Educase Quarterly, 30(2), 71–74.

    Google Scholar 

  • Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River: Prentice Hall.

    Google Scholar 

  • Misiti, F. L., Shrigley, R. L., & Hanson, L. (1991). Science attitudes scale for middle school students. Science Education, 75, 525–540.

    Article  Google Scholar 

  • Moore, R. W., & Foy, R. L. (1997). The scientific attitude inventory: A revision (SAI II). Journal of Research in Science Teaching, 34, 327–336.

    Article  Google Scholar 

  • Moore, R. W., & Sutman, F. X. (1970). The development, field test and validation of an inventory of scientific attitudes. Journal of Research in Science Teaching, 34, 327–336.

    Article  Google Scholar 

  • Moos, R. H. (1974). The social climate scales: An overview. Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Moos, R. H. (1979). Evaluating educational environments: Procedures, measures, findings and policy implications. San Francisco: Jossey-Bass.

    Google Scholar 

  • Moos, R. H., & Trickett, E. J. (1974). Classroom environment scale manual. Palo Alto: Consulting Psychologists Press.

    Google Scholar 

  • Munby, H. (1982). The impropriety of “panel of judges” validation in science attitude scales: A research comment. Journal of Research in Science Teaching, 19, 617–619.

    Article  Google Scholar 

  • Munby, H. (1983). Thirty studies involving the “Scientific Attitude Inventory”: What confidence can we have in this instrument? Journal of Research in Science Teaching, 20, 141–162.

    Article  Google Scholar 

  • Munby, H. (1997). Issues in validity of science attitude measures. Journal of Research in Science Teaching, 34, 337–341.

    Article  Google Scholar 

  • Murray, H. A. (1938). Explorations in personality. New York: Oxford University Press.

    Google Scholar 

  • Nix, R. K., Fraser, B. J., & Ledbetter, C. E. (2005). Evaluating an integrated science learning environment using the constructivist learning environment survey. Learning Environments Research, 8, 109–133.

    Article  Google Scholar 

  • Ogbuehi, P. I., & Fraser, B. J. (2007). Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics. Learning Environments Research, 10, 101–114.

    Article  Google Scholar 

  • Peer, J., & Fraser, B. J. (2015). Sex, grade-level and stream differences in learning environment and attitudes to science in Singapore primary schools. Learning Environments Research, 18, 143–161.

    Article  Google Scholar 

  • Peiro, M. M., & Fraser, B. J. (2009). Assessment and investigation of science learning environments in the early childhood grades. In M. Ortiz & C. Rubio (Eds.), Educational evaluation: 21st century issues and challenges (pp. 349–365). New York: Nova Science Publishers.

    Google Scholar 

  • Perrodin, A. F. (1966). Children’s attitudes towards science. Science Education, 50, 214–218.

    Article  Google Scholar 

  • Poulis, J., Massen, C., Robens, E., & Dilbert, M. (1998). Physics lecturing with audience paced feedback. American Journal of Physics, 66, 439–441.

    Article  Google Scholar 

  • Roberts, G. (2005). Instructional technology that’s hip high-tech. Computer in Libraries, 25, 26–28.

    Google Scholar 

  • Robertson, L. J. (2000). Twelve tips for using a computerized interactive audience response system. Medical Teaching, 22, 237–239.

    Article  Google Scholar 

  • Siau, K., Sheng, H., & Nah, F. F.-H. (2006). Use of a classroom response system to enhance classroom interactivity. IEEE Transactions on Education, 49, 399–403.

    Google Scholar 

  • Skiba, D. (2006). Got large lecture halls? Use clickers. Nursing Education Perspective, 27, 278–280.

    Google Scholar 

  • Steinert, Y., & Snell, L. S. (1999). Interactive lecturing: Strategies for increasing participation in large group presentations. Medical Teaching, 21, 37–42.

    Article  Google Scholar 

  • Stodolsky, S. S., Salk, S., & Blaessner, B. (1991). Student views about learning math and social sciences. American Educational Research Journal, 28, 89–116.

    Article  Google Scholar 

  • Tavsancil, E. (2006). Tutumlarin Ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayinlari.

    Google Scholar 

  • Taylor, B. A., & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16, 297–313.

    Article  Google Scholar 

  • Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27, 293–302.

    Article  Google Scholar 

  • Thompson, B. (1998). Review of ‘What if there were no significance tests?’. Educational and Psychological Measurement, 58, 334–346.

    Article  Google Scholar 

  • Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31, 24–31.

    Article  Google Scholar 

  • Thurstone, L. L. (1929). Theory of attitude measurement. Psychological Bulletin, 36, 222–241.

    Google Scholar 

  • Tytler, R., & Osborne, J. (2012). Student attitudes and aspirations towards science. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 597–625). New York: Springer.

    Chapter  Google Scholar 

  • Walberg, H. J., & Anderson, G. J. (1968). Classroom learning and individual learning. Journal of Educational Psychology, 59, 414–419.

    Article  Google Scholar 

  • Walker, S. L. (2006). Development and validation of the test of geography-related attitudes (ToGRA). Journal of Geography, 105, 175–181.

    Article  Google Scholar 

  • Wampler, P. J. (2006). Clickers in the classroom—Rewards and regrets of using student response systems in a large enrollment geology course. Geological Society of America Abstracts with Programs, 38, 497.

    Google Scholar 

  • Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics Today, 58, 36–41.

    Article  Google Scholar 

  • Wit, E. (2003). Who wants to be… The use of a personal response system in statistics teaching. MSOR Connections, 3(2), 14–20.

    Article  Google Scholar 

  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38, 321–341.

    Article  Google Scholar 

  • Wong, A. F. L., & Fraser, B. J. (1996). Environmental−attitude associations in the chemistry laboratory classroom. Research in Science and Technological Education, 14, 91–102.

    Article  Google Scholar 

  • Wood, W. B. (2004). Clickers: A teaching gimmick that works. Developmental Cell, 7, 796–798.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Curtin University, GPO Box U1987, Perth, 6845, Australia

    Stephen T. Cohn & Barry J. Fraser

Authors
  1. Stephen T. Cohn
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Barry J. Fraser
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Barry J. Fraser.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Cohn, S.T., Fraser, B.J. Effectiveness of student response systems in terms of learning environment, attitudes and achievement. Learning Environ Res 19, 153–167 (2016). https://doi.org/10.1007/s10984-015-9195-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10984-015-9195-0

Keywords

Search

Navigation