Click go the students, click-click-click: the efficacy of a student response system for engaging students to improve feedback and performance

Abstract

This paper uses an action research approach to examine the impact of phase two of a dynamic education project involving SRS technology on student learning outcomes. We examine the use of clickers or student response systems (SRS) as an educational tool in accounting. Both quantitative and qualitative methods are used to compare outcomes for students over three semesters in first year accounting classes. Results support an increase in the participation level of students in class, improved understanding of the course content and a positive learning experience. No correlation between in-class responses and overall assessment performance was found, but there was a decrease in the failure rate in the semester in which SRS technology was used. Overall, the study provides preliminary evidence of the efficacy of this technology to enhance student engagement and learning outcomes.