Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception
DOI:
https://doi.org/10.22478/ufpb.2318-1001.2021v9n1.53512Resumo
Objective: Investigate the accounting students’ perception on the use of a web-based student response system (SRS), called Kahoot!, in a public higher education institution in Brazil. The web-based SRS is a relatively recent technology tool that can contribute to provide an active learning environment.
Background: The paper reviews the SRS literature and highlights its usage benefits and challenges. Also, the study presents empirical studies carried on SRS thus far that offered theoretical support for the discussion of the findings.
Method: Data were collected from 77 students through survey. The survey was designed based on prior SRS literature, containing two parts. The first one asked for the students’ demographics; and the second one comprised 22 questions to capture two constructs: “Perception of Use” (18 questions) and “Overall Satisfaction” (6 questions). Surveys were applied in loco.
Results: The Cronbach's Alpha coefficient indicated high internal consistency among the items that measured both constructs. We also found that the SRS assists in classroom interactivity, promote greater involvement, and was adequate as a didactic tool. Students also thought that the SRS may have the potential to improve their learning and were generally satisfied with it.
Contribution: The study contributes to teaching methods in accounting education by bringing evidence of efficacy of a web-based SRS from accounting students’ perspective. It also shows promising results when using SRS in accounting classes, especially when interactivity and active learning are considered educational goals.
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Referências
Bangert-Drowns, R. L., Kulik, C.-L. C., Kulik, J. A., & Morgan, M. (1991). The Instructional Effect of Feedback in Test-Like Events. Review of Educational Research, 61(2), 213–238. https://doi.org/10.3102/00346543061002213
Beckert, E., Fauth, E., & Olsen, K. (2009). Clicker satisfaction for students in human development : differences for class type , prior exposure , and student talkativity. North American Journal of Psychology, 3(11), 599–612. Retrieved from http://www.freepatentsonline.com/article/North-American-Journal-Psychology/213084801.html
Beekes, W. (2006). The ‘Millionaire’ method for encouraging participation. Active Learning in Higher Education, 7(1), 25–36. https://doi.org/10.1177/1469787406061143
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. https://doi.org/10.1016/j.compedu.2012.10.019
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE - Life Sciences Education, 6, 9–20. https://doi.org/10.1187/cbe.06–12–0205
Carnaghan, C., Edmonds, T. P., Lechner, T. A., & Olds, P. R. (2011). Using student response systems in the accounting classroom: Strengths, strategies and limitations. Journal of Accounting Education, 29(4), 265–283. https://doi.org/10.1016/j.jaccedu.2012.05.002
Carnaghan, C., & Webb, A. (2007). Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education. Issues in Accounting Education, 22(3), 391–409. https://doi.org/10.2308/iace.2007.22.3.391
Chatham, M. D., & Davidson, D. (2011). Assessing student and instructor satisfaction using an audience response system in Introductory Business Courses. Business Education Innovation Journal, 3(1), 43–50. Retrieved from http://www.beijournal.com/images/V3N1Text.pdf
Cheong, C., Bruno, V., & Cheong, F. (2012). Designing a Mobile-app-based Collaborative Learning System. Journal of Information Technology Education: Innovations in Practice, 11, 97–119.
Chui, L., Martin, K., & Pike, B. (2013). A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance. Journal of Accounting Education, 31(1), 17–30. https://doi.org/10.1016/j.jaccedu.2013.01.002
Cruz, É., Dias, H., & Kortemeyer, G. (2011). The effect of formative assessment in Brazilian university physics courses. Revista Brasileira de Ensino de Física, 33(4), 4315–4315. https://doi.org/10.1590/S1806-11172011000400016
Cummings, R. G., & Hsu, M. (2007). The effects of student response systems on performance and satisfaction: an investigation in a tax accounting class. Journal of College Teaching & Learning, 4(12), 21–26. Retrieved from https://www.cluteinstitute.com/ojs/index.php/TLC/article/download/1508/1488/
Cunningham, B. M. (2008). Using Action Research to Improve Learning and the Classroom Learning Environment. Issues in Accounting Education, 23(1), 1–30. https://doi.org/10.2308/iace.2008.23.1.1
Dallaire, D. H. (2011). Effective Use of Personal Response “Clicker” Systems in Psychology Courses. Teaching of Psychology, 38(3), 199–204. https://doi.org/10.1177/0098628311411898
Duncan, D. (2006). Clickers: A New Teaching Aid with Exceptional Promise. Astronomy Education Review, 5(1), 70–88. Retrieved from http://ltech.nwfsc.edu/clickers/clickers a new teaching aid with exceptional promise 2006.pdf
Edmonds, C. T., & Edmonds, T. P. (2008). An Empirical Investigation of the Effects of SRS Technology on Introductory Managerial Accounting Students. Issues in Accounting Education, 23(3), 421–434. https://doi.org/10.2308/iace.2008.23.3.421
Edmonds, C. T., & Edmonds, T. P. (2010). An examination of the links between SRS technology and an active learning environment in a managerial accounting course. In A. H. Catanach & D. Feldmann (Eds.), Advances in Accounting Education (pp. 81–100). https://doi.org/10.1108/S1085-4622(2010)0000011007
Eng, L. L., Lea, B.-R., & Cai, R. (2013). Use of Clickers for Assurance of Learning in Introductory Financial Accounting. In Advances in Accounting Education: Teaching and Curriculum Innovations (Vol. 14, pp. 269–291). https://doi.org/10.1108/S1085-4622(2013)0000014018
Gaviria, D., Arango, J., & Valencia, A. (2015). Reflections about the Use of Information and Communication Technologies in Accounting Education. Procedia - Social and Behavioral Sciences, 176, 992–997. https://doi.org/10.1016/j.sbspro.2015.01.569
Gibbs, G. (1999). Using assessment strategically to change the way students learn. In S. A. Brown & A. Glasner (Eds.), Assessment matters in higher education: choosing and using diverse approaches (pp. 41–53). Retrieved from https://dun-net.dk/media/113525/gibbs-1999-using-assessment-strategically-to-change-the-way-students-learn-1-.pdf
Hair Jr, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2005). Análise multivariada de dados (5th ed.). Porto Alegre: Bookman.
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819–827. https://doi.org/10.1016/j.compedu.2009.05.001
Khan, A., Schoenborn, P., & Sharma, S. (2017). The use of clickers in Instrumentation and Control Engineering education: a case study. European Journal of Engineering Education, 0(0), 1–12. https://doi.org/10.1080/03043797.2017.1405240
Kulik, J. A., & Kulik, C.-L. C. (1988). Timing of Feedback and Verbal Learning. Review of Educational Research, 58(1), 79–97. https://doi.org/10.3102/00346543058001079
Lea, B.-R. (2008). Clickers Adoption in a Small Class Setting. Decision Line, 39(4), 7–11. Retrieved from https://pdfs.semanticscholar.org/7191/0d6e1f0fc4cc2da02467f76c51b2a327f363.pdf
Marshall, L. L., & Varnon, A. W. (2012). An Empirical Investigation of Clicker Technology in Financial Accounting Principles. Journal of Learning in Higher Education, 8(1), 7–18. Retrieved from https://pdfs.semanticscholar.org/d3e3/181482beabceb03cd2dd50f0f8dd5f9cc4fd.pdf#page=14
Morales, L. (2011). Can the Use of Clickers or Continous Assessment Motivate Critical Thinking?: a Case Study Based on Corporate Finance Students. Higher Learning Research Communications, 1(1), 33–42. Retrieved from http://arrow.dit.ie/buschacart/10/
Mula, J. M., & Kavanagh, M. (2009). Click Go the Students, Click-Click-Click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal of Business Education & Scholarship of Teaching, 3(1), 1–17. Retrieved from https://eprints.usq.edu.au/5859/
Newmark, R., Seaton, L. “Pat,” & Stallings, M. (2011). Student Response System Technology in Accounting Information Systems Courses. AIS Educator Journal, 6(1), 32–58. https://doi.org/10.3194/1935-8156-6.1.32
Pathways Commission. (2012). The Pathways Commission: Charting a national strategy for the next generation of accountants. Retrieved from http://commons.aaahq.org/posts/a3470e7ffa
Premuroso, R. F., Tong, L., & Beed, T. K. (2011). Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? Issues in Accounting Education, 26(4), 701–723. https://doi.org/10.2308/iace-50066
Rana, N. P., Dwivedi, Y. K., & Al-Khowaiter, W. A. A. (2016). A review of literature on the use of clickers in the business and management discipline. International Journal of Management Education, 14(2), 74–91. https://doi.org/10.1016/j.ijme.2016.02.002
Segovia, J. (2008). Personal response system and its effects on student learning. Accounting Instructors’ Report, Winter, 1–5. Retrieved from https://blog.cengage.com/personal-response-system-effects-student-learning/
Simpson, V., & Oliver, M. (2007). Electronic Voting Systems for Lectures Then and Now: A Comparison of Research and Practice. Australasian Journal of Educational Technology, 23(2), 187–208. Retrieved from https://www.academia.edu/274645/Electronic_Voting_Systems_for_Lectures_Then_and_Now_A_Comparison_of_Research_and_Practice
Smith, M. (2015). Research methods in accounting (3rd ed.). London: Sage.
Sprague, E. W., & Dahl, D. W. (2010). Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses. Journal of Marketing Education, 32(1), 93–103. https://doi.org/10.1177/0273475309344806
Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329–334. https://doi.org/10.1016/j.compedu.2014.12.008
Sullivan, R. (Robin). (2009). Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content. Journal of Educational Technology Systems, 37(3), 335–347. https://doi.org/10.2190/ET.37.3.i
Zhu, E. (2007). Teaching With Clickers. Center for Research on Learning and Teaching - Occasional Papers, 1–8. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no22.pdf
Beckert, E., Fauth, E., & Olsen, K. (2009). Clicker satisfaction for students in human development : differences for class type , prior exposure , and student talkativity. North American Journal of Psychology, 3(11), 599–612. Retrieved from http://www.freepatentsonline.com/article/North-American-Journal-Psychology/213084801.html
Beekes, W. (2006). The ‘Millionaire’ method for encouraging participation. Active Learning in Higher Education, 7(1), 25–36. https://doi.org/10.1177/1469787406061143
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance. Computers & Education, 62, 102–110. https://doi.org/10.1016/j.compedu.2012.10.019
Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE - Life Sciences Education, 6, 9–20. https://doi.org/10.1187/cbe.06–12–0205
Carnaghan, C., Edmonds, T. P., Lechner, T. A., & Olds, P. R. (2011). Using student response systems in the accounting classroom: Strengths, strategies and limitations. Journal of Accounting Education, 29(4), 265–283. https://doi.org/10.1016/j.jaccedu.2012.05.002
Carnaghan, C., & Webb, A. (2007). Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education. Issues in Accounting Education, 22(3), 391–409. https://doi.org/10.2308/iace.2007.22.3.391
Chatham, M. D., & Davidson, D. (2011). Assessing student and instructor satisfaction using an audience response system in Introductory Business Courses. Business Education Innovation Journal, 3(1), 43–50. Retrieved from http://www.beijournal.com/images/V3N1Text.pdf
Cheong, C., Bruno, V., & Cheong, F. (2012). Designing a Mobile-app-based Collaborative Learning System. Journal of Information Technology Education: Innovations in Practice, 11, 97–119.
Chui, L., Martin, K., & Pike, B. (2013). A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance. Journal of Accounting Education, 31(1), 17–30. https://doi.org/10.1016/j.jaccedu.2013.01.002
Cruz, É., Dias, H., & Kortemeyer, G. (2011). The effect of formative assessment in Brazilian university physics courses. Revista Brasileira de Ensino de Física, 33(4), 4315–4315. https://doi.org/10.1590/S1806-11172011000400016
Cummings, R. G., & Hsu, M. (2007). The effects of student response systems on performance and satisfaction: an investigation in a tax accounting class. Journal of College Teaching & Learning, 4(12), 21–26. Retrieved from https://www.cluteinstitute.com/ojs/index.php/TLC/article/download/1508/1488/
Cunningham, B. M. (2008). Using Action Research to Improve Learning and the Classroom Learning Environment. Issues in Accounting Education, 23(1), 1–30. https://doi.org/10.2308/iace.2008.23.1.1
Dallaire, D. H. (2011). Effective Use of Personal Response “Clicker” Systems in Psychology Courses. Teaching of Psychology, 38(3), 199–204. https://doi.org/10.1177/0098628311411898
Duncan, D. (2006). Clickers: A New Teaching Aid with Exceptional Promise. Astronomy Education Review, 5(1), 70–88. Retrieved from http://ltech.nwfsc.edu/clickers/clickers a new teaching aid with exceptional promise 2006.pdf
Edmonds, C. T., & Edmonds, T. P. (2008). An Empirical Investigation of the Effects of SRS Technology on Introductory Managerial Accounting Students. Issues in Accounting Education, 23(3), 421–434. https://doi.org/10.2308/iace.2008.23.3.421
Edmonds, C. T., & Edmonds, T. P. (2010). An examination of the links between SRS technology and an active learning environment in a managerial accounting course. In A. H. Catanach & D. Feldmann (Eds.), Advances in Accounting Education (pp. 81–100). https://doi.org/10.1108/S1085-4622(2010)0000011007
Eng, L. L., Lea, B.-R., & Cai, R. (2013). Use of Clickers for Assurance of Learning in Introductory Financial Accounting. In Advances in Accounting Education: Teaching and Curriculum Innovations (Vol. 14, pp. 269–291). https://doi.org/10.1108/S1085-4622(2013)0000014018
Gaviria, D., Arango, J., & Valencia, A. (2015). Reflections about the Use of Information and Communication Technologies in Accounting Education. Procedia - Social and Behavioral Sciences, 176, 992–997. https://doi.org/10.1016/j.sbspro.2015.01.569
Gibbs, G. (1999). Using assessment strategically to change the way students learn. In S. A. Brown & A. Glasner (Eds.), Assessment matters in higher education: choosing and using diverse approaches (pp. 41–53). Retrieved from https://dun-net.dk/media/113525/gibbs-1999-using-assessment-strategically-to-change-the-way-students-learn-1-.pdf
Hair Jr, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (2005). Análise multivariada de dados (5th ed.). Porto Alegre: Bookman.
Kay, R. H., & LeSage, A. (2009). Examining the benefits and challenges of using audience response systems: A review of the literature. Computers & Education, 53(3), 819–827. https://doi.org/10.1016/j.compedu.2009.05.001
Khan, A., Schoenborn, P., & Sharma, S. (2017). The use of clickers in Instrumentation and Control Engineering education: a case study. European Journal of Engineering Education, 0(0), 1–12. https://doi.org/10.1080/03043797.2017.1405240
Kulik, J. A., & Kulik, C.-L. C. (1988). Timing of Feedback and Verbal Learning. Review of Educational Research, 58(1), 79–97. https://doi.org/10.3102/00346543058001079
Lea, B.-R. (2008). Clickers Adoption in a Small Class Setting. Decision Line, 39(4), 7–11. Retrieved from https://pdfs.semanticscholar.org/7191/0d6e1f0fc4cc2da02467f76c51b2a327f363.pdf
Marshall, L. L., & Varnon, A. W. (2012). An Empirical Investigation of Clicker Technology in Financial Accounting Principles. Journal of Learning in Higher Education, 8(1), 7–18. Retrieved from https://pdfs.semanticscholar.org/d3e3/181482beabceb03cd2dd50f0f8dd5f9cc4fd.pdf#page=14
Morales, L. (2011). Can the Use of Clickers or Continous Assessment Motivate Critical Thinking?: a Case Study Based on Corporate Finance Students. Higher Learning Research Communications, 1(1), 33–42. Retrieved from http://arrow.dit.ie/buschacart/10/
Mula, J. M., & Kavanagh, M. (2009). Click Go the Students, Click-Click-Click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal of Business Education & Scholarship of Teaching, 3(1), 1–17. Retrieved from https://eprints.usq.edu.au/5859/
Newmark, R., Seaton, L. “Pat,” & Stallings, M. (2011). Student Response System Technology in Accounting Information Systems Courses. AIS Educator Journal, 6(1), 32–58. https://doi.org/10.3194/1935-8156-6.1.32
Pathways Commission. (2012). The Pathways Commission: Charting a national strategy for the next generation of accountants. Retrieved from http://commons.aaahq.org/posts/a3470e7ffa
Premuroso, R. F., Tong, L., & Beed, T. K. (2011). Does using clickers in the classroom matter to student performance and satisfaction when taking the introductory financial accounting course? Issues in Accounting Education, 26(4), 701–723. https://doi.org/10.2308/iace-50066
Rana, N. P., Dwivedi, Y. K., & Al-Khowaiter, W. A. A. (2016). A review of literature on the use of clickers in the business and management discipline. International Journal of Management Education, 14(2), 74–91. https://doi.org/10.1016/j.ijme.2016.02.002
Segovia, J. (2008). Personal response system and its effects on student learning. Accounting Instructors’ Report, Winter, 1–5. Retrieved from https://blog.cengage.com/personal-response-system-effects-student-learning/
Simpson, V., & Oliver, M. (2007). Electronic Voting Systems for Lectures Then and Now: A Comparison of Research and Practice. Australasian Journal of Educational Technology, 23(2), 187–208. Retrieved from https://www.academia.edu/274645/Electronic_Voting_Systems_for_Lectures_Then_and_Now_A_Comparison_of_Research_and_Practice
Smith, M. (2015). Research methods in accounting (3rd ed.). London: Sage.
Sprague, E. W., & Dahl, D. W. (2010). Learning to click: An evaluation of the personal response system clicker technology in introductory marketing courses. Journal of Marketing Education, 32(1), 93–103. https://doi.org/10.1177/0273475309344806
Stowell, J. R. (2015). Use of clickers vs. mobile devices for classroom polling. Computers & Education, 82, 329–334. https://doi.org/10.1016/j.compedu.2014.12.008
Sullivan, R. (Robin). (2009). Principles for Constructing Good Clicker Questions: Going beyond Rote Learning and Stimulating Active Engagement with Course Content. Journal of Educational Technology Systems, 37(3), 335–347. https://doi.org/10.2190/ET.37.3.i
Zhu, E. (2007). Teaching With Clickers. Center for Research on Learning and Teaching - Occasional Papers, 1–8. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no22.pdf
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Publicado
2021-02-11
Como Citar
Nasu, V. H., Afonso, L. E., & Nogueira, D. R. (2021). Usage of a Web-Based Student Response System (SRS) in the Classroom: An Analysis of Accounting Students’ Perception. Revista Evidenciação Contábil &Amp; Finanças, 9(1), 134–151. https://doi.org/10.22478/ufpb.2318-1001.2021v9n1.53512
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