교실응답시스템(Classroom Response System; CRS) 활용에 대한 인식과 학업성취도에 관한 연구 = Perception and Effects of Classroom Response System Use

다국어 초록 (Multilingual Abstract)

This study examined the college students’ perceptions of Classroom Response System(CRS) and its effects on their academic achievement. Participants were divided into an experimental group and a control group. Participants were given a review quiz with five to seven questions at the end of each class for one semester. Participants in the experimental group were asked to answer the questions using CRS while their counterpartners in the control group were to answer by raising their hands. The results of the study indicated that participants in the experimental group rated their of level of satisfaction and participation higher than the participants in the control group did. There was statistically significant difference in their academic achievement between the two groups when their final exam scores were compared. Particularly a percentage of correct answers for some review questions presented during the classes were significantly higher in the experimental group. This study empirically proved the effect of CRS use in academic achievement. Based on the findings, directions for future research are suggested.

참고문헌 (Reference)

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