Title: Effect of personal response systems on students' academic performance and perception in online teaching

Authors: Hongjiang Wang; Zuokun Li; Xiaojin Wang

Addresses: School of Information Technology in Education, South China Normal University, 55, West Zhongshan Dadao, Tianhe District, Guangzhou, 510631, China ' School of Information Technology in Education, South China Normal University, 55, West Zhongshan Dadao, Tianhe District, Guangzhou, 510631, China ' School of Vocational Education Teachers, Guangdong Polytechnic Normal University, 293, West Zhongshan Dadao, Tianhe District, Guangzhou, 510665, China

Abstract: To minimise the negative impact of the epidemic on education, online teaching was taking off all over the world. In order to improve the interactive effect of online teaching, some scholars have applied personal response systems (PRSs) during the online teaching process. However, there is few experimental studies to validate the effectiveness of PRSs, such as students' performance and perceptions. In the paper, based on the quantitative and qualitative mixed analysis method, which is the best way to gain information of specific experience, 98 sophomores majoring in 'Applied Mathematics' are sampled to test students' academic performance and perception in online teaching using PRSs, e.g., UMU. Some conclusions can be drawn: 1) the experimental group's academic performance was higher than the control group; however, there was no significant difference between them; 2) majority of students have positive perceptions, such as learning motivation (LM), learning engagement (LE) and learning satisfaction (LS) towards PRSs. And there was no significant difference in gender perception. At last, the paper concluded the advantages, disadvantages and suggestions of PRSs used in online teaching. The limitation of research and the direction of future research are discussed.

Keywords: personal response systems; PRSs; academic performance; perception; online teaching.

DOI: 10.1504/IJCEELL.2023.134354

International Journal of Continuing Engineering Education and Life-Long Learning, 2023 Vol.33 No.6, pp.565 - 580

Received: 04 May 2021
Accepted: 26 Jan 2022
Published online: 19 Oct 2023 *

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