Student Response System Technology in Accounting Information Systems Courses

2011 ◽  
Vol 6 (1) ◽  
pp. 32-58 ◽  
Author(s):  
Richard Newmark ◽  
Lloyd “Pat” Seaton ◽  
Matthew Stallings
Keyword(s):  
Information Systems ◽  
Student Satisfaction ◽  
Accounting Information ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Accounting Information Systems ◽  
Perceived Satisfaction ◽  
Response Systems ◽  
Class Interaction

ABSTRACT Student Response Systems (SRSs), also known as clickers, are posited to increase class participation and enhance active learning. In this study, we evaluate perceived effectiveness and student satisfaction with SRSs in Accounting Information Systems classes over several semesters. We also provide additional analyses to determine how SRSs are used in the classroom and which student characteristics and aspects of the classroom experience appear to be related to perceived satisfaction. We find three factors that explain 58% of the variation in SRS satisfaction. These are learning, environment, and class interaction. Two of these factors (learning and environment) are affected by variation in the way the system is used (participation mode vs. quiz mode), and all three are affected by the gender of the student. We find that gender is not directly related to overall satisfaction. In addition, we propose a model for SRS satisfaction based on our exploratory results.

scholarly journals Clickers, Best Uses and Benefits

2021 ◽  
Author(s):  
◽  
Renato Herrera Hernández
Keyword(s):  
First Trimester ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Response System ◽  
Large Size ◽  
Quality Of Teaching ◽  
Response Systems ◽  
Engaging Student

<p>This study provides an analysis of the use student response systems in undergraduate and postgraduate classrooms. Research was conducted utilising a qualitative analysis approach, grounding theories by reviewing related literature, interviewing lecturers and conducting class observation. The study was carried out over two consecutive trimesters, summer 2010 and first trimester of 2011, at Victoria University of Wellington, New Zealand. By conducting this research it is hoped to help improving the quality of teaching. Within this study, it was determined that student response systems are useful for both engaging student and increasing their overall enjoyment of the class. The benefit of using student response systems in the classroom was also found to be dependent on preserving the novelty of the technology and keeping students’ responses anonymous, by redesigning lecturers to have proper student response system questions in order to make the most out of the technology. Overall, this study determined that the decision whether or not to utilise student response systems in the classroom should be made based on the level of education of the class and its objectives, whether it is a lecture, tutorial or seminar, with clickers working best in large size, undergraduate classrooms.</p>

A Comparison of Three Teaching Techniques in Anatomy and Physiology

2008 ◽  
Vol 11 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Linda J. Carpenter ◽  
Andrea L. Boh
Keyword(s):  
Student Satisfaction ◽  
Learning Strategies ◽  
Student Response ◽  
Student Response Systems ◽  
Teaching Techniques ◽  
Anatomy And Physiology ◽  
Study Guides ◽  
The Third ◽  
Active Learning Strategies ◽  
Response Systems

Abstract The relative impact on student learning of three active learning strategies was studied. Sixty-three students in an undergraduate anatomy and physiology class used study guides for the respiration section, study guides combined with group quizzes for the phonation section, and study guides combined with student response systems (clickers) for the articulation and resonance section. Learning was measured by administering weekly quizzes, and student satisfaction was evaluated by a survey at the end of the third section of the course. Quiz scores were significantly higher under the clicker condition; students preferred clickers, but found the study guides to be most educationally beneficial. Study guides helped students organize information prior to class; clickers reassured them about what they had learned.

scholarly journals A Tale of Two Institutions: Analyzing the Impact of Gamified Student Response Systems on Student Anxiety in Two Different Introductory Biology Courses

2021 ◽  
Vol 20 (2) ◽  
pp. ar19
Author(s):  
Sarah J. Adkins-Jablonsky ◽  
Justin F. Shaffer ◽  
J. Jeffrey Morris ◽  
Ben England ◽  
Samiksha Raut
Keyword(s):  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Introductory Biology ◽  
Student Anxiety ◽  
Response System ◽  
Classroom Techniques ◽  
Response Systems ◽  
Large Enrollment ◽  
The Impact

Students in two large-enrollment introductory biology classes were surveyed about their perceptions of how a gamified student response system, Kahoot!, affected their anxiety. Kahoot! was less anxiety inducing than most other classroom techniques, and this difference was more pronounced for lower-achieving students.

scholarly journals GoSoapBox in public health tertiary education: A student response system for improving learning experiences and outcomes

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Julie-Anne Carroll ◽  
Mangalam Sankupellay ◽  
Jess Rodgers ◽  
Michelle Newcomb ◽  
Roger Cook
Keyword(s):  
Public Health ◽  
Tertiary Education ◽  
Learning Experiences ◽  
Religion And Politics ◽  
Student Response ◽  
Student Response System ◽  
Student Response Systems ◽  
Gender Economics ◽  
Response Systems ◽  
Pedagogical Literature

Most pedagogical literature has generated “how to” approaches regarding the use of student response systems (SRS). There are currently no systematic reviews on the effectiveness of SRS, for its capacity to enhance critical thinking, and achieve sustained learning outcomes. This paper addresses this current gap in knowledge. Our teaching team introduced GoSoapBox (an interactive online SRS) in an undergraduate sociology and public health subject, as a mechanism for discussing controversial topics, such as sexuality, gender, economics, religion, and politics, to allow students to interact with each other and to generate discussions and debates during lectures. Bandura’s Social Learning Theory (SLT) was applied to investigate the effectiveness of GoSoapBox for improving learning experiences. We produced a theoretical model via an iterative analytical process between SLT and our data. This model has implications for all academics considering the use of SRS to improve the learning experiences of their students.

scholarly journals The Effects Of Student Response Systems On Performance And Satisfaction: An Investigation In A Tax Accounting Class

2007 ◽  
Vol 4 (12) ◽  
Author(s):  
Richard G. Cummings ◽  
Maxwell Hsu
Keyword(s):  
Student Performance ◽  
Learning Outcome ◽  
Student Response ◽  
Accounting Students ◽  
Student Response Systems ◽  
Pedagogical Tool ◽  
Perceived Satisfaction ◽  
Response Systems ◽  
Tax Accounting

Does the use of student response systems (clickers) in the classroom increase student performance on exams?  Do students perceive a benefit to using clickers in the classroom?  This study investigates the effect of student response systems on accounting students’ learning outcome and perceived satisfaction.  Results show that, though the use of clickers may not always help students do better on exams, clickers are a useful pedagogical tool that can help students pay attention in class and be more involved in a learning friendly environment.

A Service-Learning Course in Accounting Information Systems

2005 ◽  
Vol 19 (2) ◽  
pp. 145-172 ◽  
Author(s):  
Jacob M. Rose ◽  
Anna M. Rose ◽  
Carolyn Strand Norman
Keyword(s):  
Information Systems ◽  
Service Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Accounting Information ◽  
Complex Data ◽  
Accounting Information Systems ◽  
Self Confidence ◽  
Full Immersion ◽  
Faculty And Administrators

This study reports the results of a quasi-experiment involving 90 master of accounting students. The students participated in one of three course types: full-immersion service learning with a supporting textbook, full-immersion service learning without a supporting textbook, or nonservice learning using case-based projects with deliverables identical to those in the service-learning courses. Results indicate that full-immersion service learning increased student satisfaction, student perceptions of ability, self-confidence in chosen careers, desire to study accounting information systems, and performance on complex data modeling tasks. The only performance decrement noted was in performance on a topic that was loosely related to the service-learning project. These results should be of interest to faculty and administrators who might be contemplating the value of integrating service learning in the accounting curriculum.

IMPACT OF AIS AND STRESSED OUT AN EMPLOYEES TO THEIR PERFORMANCE AT PT EFRATA RETAILINDO

2019 ◽  
Vol 5 (1) ◽  
pp. 22-30
Author(s):  
Wiwit Ayu Retno Sari ◽  
Suhendro Suhendro ◽  
R. Riana Dewi
Keyword(s):  
Information Systems ◽  
Work Stress ◽  
Quantitative Research ◽  
Linear Regression Analysis ◽  
Accounting Information ◽  
Multiple Linear Regression Analysis ◽  
Primary Data ◽  
Coefficient Of Determination ◽  
Accounting Information System ◽  
Accounting Information Systems

This research aims to test the influence of accounting information system and work stress on performance of employees of PT Efrata Retailindo. The type of research used in this research is quantitative research. The source of the data in the research is primary data. The population in this study are all employees of PT Efrata Retailindo totalling 47 people. Sampling techniques in the study using a purposive sample. While the data collection method used is to use the questionnaire to all employees of PT Efrata Retailindo. Data analysis techniques using multiple linear regression analysis. Based on the results of the study it can be concluded that work stress had no effect on performance of employees of PT Efrata Retailindo, while information systems accounting effect on the performance of the employees of PT Efrata Retailindo. The value of the coefficient of determination (R2) amounting to 0.106. This indicates that variansi on a variable performance practice undertaken by the company PT Efrata Retailindo of 10.6% can be explained by work stress variables and accounting information systems, while the remaining 89.4% explained by other factors outside the researched.

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