Abstract:
This study provides an analysis of the use student response systems in
undergraduate and postgraduate classrooms. Research was conducted
utilising a qualitative analysis approach, grounding theories by reviewing
related literature, interviewing lecturers and conducting class observation. The
study was carried out over two consecutive trimesters, summer 2010 and first
trimester of 2011, at Victoria University of Wellington, New Zealand. By
conducting this research it is hoped to help improving the quality of teaching.
Within this study, it was determined that student response systems are useful
for both engaging student and increasing their overall enjoyment of the class.
The benefit of using student response systems in the classroom was also
found to be dependent on preserving the novelty of the technology and
keeping students’ responses anonymous, by redesigning lecturers to have
proper student response system questions in order to make the most out of
the technology. Overall, this study determined that the decision whether or not
to utilise student response systems in the classroom should be made based
on the level of education of the class and its objectives, whether it is a lecture,
tutorial or seminar, with clickers working best in large size, undergraduate
classrooms.
