Effects of different student response modes on science learning

Kho, Lee Sze and Chen, Chwen Jen (2016) Effects of different student response modes on science learning. Interactive Learning Environments. pp. 1-13. ISSN 10494820

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Abstract

Student response systems (SRSs) are wireless answering devices that enable students to provide simple real-time feedback to instructors. This study aims to evaluate the effects of different SRS interaction modes on elementary school students’ science learning. Three interaction modes which include SRS Individual, SRS Collaborative, and Classroom were examined. A pretest–posttest quasi-experimental design was used to compare the effects of the three interaction modes on science posttest scores for higher order thinking (HOT) questions as well as lower order thinking questions. The results show that SRS Collaborative mode has significant positive effects on science posttest scores of HOT questions. This study points to the potential benefits of using SRS, particularly for collaborative tasks, to solve problems that require HOT skills

Item Type: Article
Uncontrolled Keywords: collaboration; elementary school; higher order thinking skills; science learning; Student response systems, unimas, university, universiti, Borneo, Malaysia, Sarawak, Kuching, Samarahan, ipta, education, research, Universiti Malaysia Sarawak
Subjects: H Social Sciences > HM Sociology
L Education > LB Theory and practice of education
Divisions: Academic Faculties, Institutes and Centres > Faculty of Cognitive Sciences and Human Development
Depositing User: Ibrahim
Date Deposited: 10 Nov 2016 02:08
Last Modified: 17 Feb 2017 01:53
URI: http://ir.unimas.my/id/eprint/14230

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