Performance outcome and task-technology fit relationship between audience responce system and active learning /
Audience Response System (ARS) has been identified as a probable and innovative solution to fix problems related to conventional education practices, which come as a result of the isolation and lack of interaction and engagement that exist in traditional classes. Previous research has shown that ARS...
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| Main Author: | |
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| Format: | Thesis |
| Language: | English |
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Kuala Lumpur :
Kulliyyah of Information and Communication TechnologyInternational Islamic University Malaysia,
2015
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| Subjects: | |
| Online Access: | http://studentrepo.iium.edu.my/handle/123456789/5507 |
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| Summary: | Audience Response System (ARS) has been identified as a probable and innovative solution to fix problems related to conventional education practices, which come as a result of the isolation and lack of interaction and engagement that exist in traditional classes. Previous research has shown that ARS improves interactive learning and enhances teacher's ability to understand the degree of how students comprehend his/her teaching. Unfortunately, this might not truly reflect the students' performance, since the teacher's concern is to evaluate his/her teaching which might not inculcate the academic values to the students. Furthermore, the majority of earlier studies regarding the use of ARS have been devoted to tertiary educational level with less attention given to secondary or high school level, and there is lack of research done on secondary education to explore the effects of ARS on active learning and students' performance outcome as well as the relationship between task-technology fit of ARS with active learning and performance outcome in a secondary learning environment. To address the gap in the research literature, a study using quantitative survey, quasi-experiment and observation has been conducted to investigate the impact of ARS on secondary school students' active learning, their performance outcomes and task-technology fit. The sample populations used for this study were from three learning institutions in Malaysia and four schools in the Philippines. The Independent samples T-test performed shows there was no significant difference between the average post-test result outcome scores in the treatment group and post-test result scores in the control group for each pair of classes taught by the same teacher in the experiment. The result of the quantitative survey reveals that ARS can trigger engagement, discussion and interaction as forms of active learning in the classroom and task-technology fit of ARS had positive significant effect on reaction, learning and behaviour outcomes in the classroom. Active learning has positive significant effect on performance outcome in the classroom, whereas task-technology fit of ARS shows positive significant effect on active learning and performance outcome in the classroom. Finally, during observations in which ARS was not used, students did not appear to be as engaged in the lessons. Several students exhibited off-task behaviour during many of the observations in which ARS was not used while students appeared to be more eager to participate and were more attentive during lessons which incorporated ARS. Our research findings demonstrate that ARS usage in secondary education can trigger active learning, initiate positive student reaction outcomes, and improve students' learning outcomes. This research offers new insights towards improving the quality of teaching and student's learning experience. |
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| Physical Description: | xviii, 212 leaves : ill. ; 30cm. |
| Bibliography: | Includes bibliographical references (leaves 163-180). |