About this paper

Appears in:
Pages: 782-789
Publication year: 2016
ISBN: 978-84-617-5895-1
ISSN: 2340-1095
doi: 10.21125/iceri.2016.1177

Conference name: 9th annual International Conference of Education, Research and Innovation
Dates: 14-16 November, 2016
Location: Seville, Spain

CLASSROOM RESPONSE SYSTEM-ENABLED COLLABORATIVE LEARNING TO REINFORCE UNDERSTANDING OF CONCEPTS IN PHYSICS

R. de los Reyes, A.J. Rodelas-Angelia

Malayan Colleges Laguna (PHILIPPINES)
College students were tasked to answer multiple choice questions using a classroom response system – CRS (clicker polling devices) for extra credit points. It was announced that the credit points would be given as a class score common to all and will be based on the average number of students that gave the correct answer. This provision gave the students in the class the incentive to act collectively by discussing with each other and encouraging one another to participate without any apprehension of negative feedback from the rest of the class. The study covers one school year blocked under one instructor in which three classes were not given the CRS activity and three subsequent classes were given the CRS activity. The same assessment tool covering the topics involved was given to both the CRS classes and the non-CRS classes and the results were statistically analyzed at the α = 0.05 significance level. Normal distribution curves were obtained for both groups with negligible skewness. The results of the analysis show that there was a significant increase in the average scores of the CRS classes as compared with the non-CRS classes, tstat = 2.60 > tcrit-2 tail = 1.97 > tcrit-1 tail = 1.65. On the other hand, the variances (standard deviations) between the two groups were not significantly different. With everything relatively being equal with the exception of the CRS activity, it is proposed in this study that there is a link between the learning benefits derived from the CRS activity and the increase in the average scores. The variances in the two groups were essentially the same as this measure pertains more to the relative intelligence profile of the students. This indicates that everyone was affected equally by the activity and shows the potential of this methodology to engage all of the students in a class. This CRS-enabled teaching methodology provided the students the forum in which they were able to teach themselves and the motivation to work towards a common goal and to identify themselves with the class (team) producing a more effective and efficient learning experience.
@InProceedings{DELOSREYES2016CLA,
author = {de los Reyes, R. and Rodelas-Angelia, A.J.},
title = {CLASSROOM RESPONSE SYSTEM-ENABLED COLLABORATIVE LEARNING TO REINFORCE UNDERSTANDING OF CONCEPTS IN PHYSICS},
series = {9th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2016 Proceedings},
isbn = {978-84-617-5895-1},
issn = {2340-1095},
doi = {10.21125/iceri.2016.1177},
url = {http://dx.doi.org/10.21125/iceri.2016.1177},
publisher = {IATED},
location = {Seville, Spain},
month = {14-16 November, 2016},
year = {2016},
pages = {782-789}}
TY - CONF
AU - R. de los Reyes AU - A.J. Rodelas-Angelia
TI - CLASSROOM RESPONSE SYSTEM-ENABLED COLLABORATIVE LEARNING TO REINFORCE UNDERSTANDING OF CONCEPTS IN PHYSICS
SN - 978-84-617-5895-1/2340-1095
DO - 10.21125/iceri.2016.1177
PY - 2016
Y1 - 14-16 November, 2016
CI - Seville, Spain
JO - 9th annual International Conference of Education, Research and Innovation
JA - ICERI2016 Proceedings
SP - 782
EP - 789
ER -
R. de los Reyes, A.J. Rodelas-Angelia (2016) CLASSROOM RESPONSE SYSTEM-ENABLED COLLABORATIVE LEARNING TO REINFORCE UNDERSTANDING OF CONCEPTS IN PHYSICS, ICERI2016 Proceedings, pp. 782-789.
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