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Towards A Systematic Pedagogy-Oriented Model of CRS Research: Efficacy of Classroom Response System-Facilitated Peer Instruction in Psychology Lecture Classes

Title:

Towards A Systematic Pedagogy-Oriented Model of CRS Research: Efficacy of Classroom Response System-Facilitated Peer Instruction in Psychology Lecture Classes

Li, Ying (2011) Towards A Systematic Pedagogy-Oriented Model of CRS Research: Efficacy of Classroom Response System-Facilitated Peer Instruction in Psychology Lecture Classes. Masters thesis, Concordia University.

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Abstract

The main purpose of this mixed method study is 1) to investigate to what extent students perceive the way Classroom Response System-facilitated Peer Instruction (CRS-PI) is used as a positive influence on their learning and engagement; 2) to examine if some student characteristics, namely age, academic level, course performance, preferences for learning, and assumptions about lecture courses affect their perceived value of CRS-PI; 3) to elicit what students like best about CRS-PI and what they think is in need of improvement. Results suggest that student evaluations are highly positive on all five subscales of Learning and Engagement, namely Mastery of Subject Matter (MSM), Metacognition, Motivation, Enjoyment and Involvement (grand means being 4.08, 4.03, 3.53, 4.39 and 3.98, respectively). Multiple regression tests show age as a negative predictor for only one (MSM) of the five subscales, but academic level for all subscales but one (MSM). Course performance does not predict students’ perceived usefulness of CRS use on any subscales. The most consistent predictor of student perceptions is their assumptions about how lecture courses should be taught. Preference for traditional lecture style is negatively associated with perceived usefulness of CRS-PI. Participants’ verbal comments corroborate their quantitative evaluations, showing overwhelmingly positive attitudes. Results are discussed in light of relevant research literature and the detailed description of how CRS-PI is used in the study. It is the hope of this paper to inspire a pedagogy-oriented holistic approach to CRS research and teaching.

Divisions:Concordia University > Faculty of Arts and Science > Education
Item Type:Thesis (Masters)
Authors:Li, Ying
Institution:Concordia University
Degree Name:M.A.
Program:Educational Technology
Date:08 September 2011
Thesis Supervisor(s):Venkatesh, Vivek
Keywords:Classroom Response System, CRS, PI, CRS-PI, clickers, CRS-based instruction, student perceptions, upper-division psychology courses
ID Code:35733
Deposited By:YING LI
Deposited On:21 Nov 2011 09:35
Last Modified:21 Nov 2011 09:35
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