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Related Experiment Videos

Student accuracy and evaluation of a computer-based audience response system.

Robert G Holmes1, John S Blalock, Merle H Parker

  • 1Department of Oral Rehabilitation, Medical College of Georgia School of Dentistry, Augusta, GA 30921-1260, USA. rholmes@mail.mcg.edu

Journal of Dental Education
|December 16, 2006
PubMed
Summary

Dental students showed higher accuracy with teacher-paced Classroom Performance System (CPS) assessments compared to self-paced methods. Students preferred the teacher-managed interactive learning system.

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Area of Science:

  • Educational Technology
  • Dental Education

Background:

  • Audience response systems enhance student engagement in educational settings.
  • Classroom Performance System (CPS) facilitates interactive learning through keypad responses.

Purpose of the Study:

  • To evaluate student accuracy with CPS across three question administration methods.
  • To assess student perceptions of the CPS interactive learning system.

Main Methods:

  • Sixty-two dental students participated in accuracy assessments using CPS with projected, verbal, and written question formats.
  • Teacher-managed (projected, verbal) and student-managed (written) response input methods were compared.
  • Anonymous questionnaires gathered student feedback on their experience with the CPS system.

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Main Results:

  • Student accuracy was comparable between projected and verbal (teacher-managed) CPS question formats.
  • A significant difference in accuracy was observed in the student-managed (written) CPS format (p<0.000001).
  • Students reported a preference for teacher-managed CPS assessments.

Conclusions:

  • Teacher-managed administration of Classroom Performance System (CPS) leads to higher student accuracy.
  • Student perceptions favor interactive, teacher-paced assessments over self-paced methods.
  • CPS is a positively received tool for enhancing student interaction in dental education.