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Comparing the Effectiveness on Student Achievement of a Student Response System versus Online WebCT Quizzes

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Diane M. Bunce , Jessica R. VandenPlas and Katherine L. Havanki

Department of Chemistry, The Catholic University of America, Washington, DC 20064

J. Chem. Educ., 2006, 83 (3), p 488

DOI: 10.1021/ed083p488

Publication Date (Web): March 1, 2006

Section:

History, Education, and Documentation

Abstract

This paper compares the effectiveness of an electronic student response system (SRS) to deliver ConcepTests with the use of WebCT quizzes for nursing students enrolled in general chemistry, organic chemistry, and biochemistry courses. SRS is a Web-based system designed to assist instructors in delivering and analyzing student responses to questions used in lecture and recitation. Student responses are captured and summarized graphically, providing students and instructors with immediate feedback. WebCT quizzes provide students with another opportunity for practice of the concepts presented in class. Student achievement after experience with either or both SRS and WebCT quizzes on teacher-written hour-long exams and an American Chemical Society final exam was investigated. Results show that small differences in teacher implementation of both of these innovations can have large effects on student achievement. As currently implemented, SRS did not provide opportunities for reflection and review, while WebCT did. Using SRS demonstrated no effect on student achievement measured by teacher-written exams; a minimal effect of using SRS on student achievement measured by the ACS exam was shown. WebCT quizzes resulted in statistically higher achievement on teacher-written hour-long tests, but not on the ACS exam. This was probably a result of the WebCT quizzes not being reviewed by students because of time constraints. Student survey answers were used to corroborate this interpretation.

Keywords (Audience):

First-Year Undergraduate / General

Keywords (Domain):

Chemical Education Research

Keywords (Feature):

Research: Science and Education

Keywords (Pedagogy):

Computer-Based Learning

Keywords (Subject):

Enrichment / Review Materials

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This article has been cited by 4 ACS Journal articles (4 most recent appear below).

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  Results of a national survey of faculty usage of assessment tools are presented and framed within the concept of the technology adoption life cycle. Specifically, the use of classroom response systems as reported by survey participants suggests that the ...
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Crossing the Chasm with Classroom Response Systems
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Journal of Chemical Education2010 87 (12), 1317-1319
- Crossing the Chasm with Classroom Response Systems
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2008 976 (), 35-46
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Mixed Methods Designs in Chemical Education Research
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2008 976 (), 135-148
- Mixed Methods Designs in Chemical Education Research
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  2008 976 (), 135-148
  Mixed methods designs allow researchers to use both qualitative and quantitative methods in the same study in order to balance the inherent strengths and weaknesses of each research methodology. The sequential or concurrent engagement of both research ...
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