The Impact of Personal Response Systems on Student Learning in Undergraduate Business Courses

Abstract:

This study investigated the growing body of research of how a Personal Response System (PRS) may make a positive impact on student learning outcomes. Results of the study provide insight into participants' self-perceptions along with of their use of PRSs within the classroom instruction. Although there are numerous stated benefits for both students and instructors, this study focused on student benefits. Consequently, an experiment was conducted with undergraduate business students using PRSs in varying business courses at Duquesne University. Comparisons were made between the traditional stand-up lecture, also known as "chalk and talk," and modified stand-up lecture that not only focused on, but also encouraged active student learning via the use of PRS facilitated question and answer feedback methods. The main objective of this study was to determine whether integrating personal response systems into traditional lectures enhanced student achievement.