Impact of collaborative and individualized student response system pedagogy on learner motivation, metacognition, and transfer

Abstract

Scope and Method of Study:

The purpose of this study was to explore how student response system technology (SRS) can facilitate active learning in a large undergraduate science course for non-science majors. Two forms of SRS pedagogy were compared in how they facilitate meaningful learning as represented by learner motivation, metacognition, and transfer. One SRS strategy involved only individualized responses to SRS questions, while the other SRS strategy followed the Peer Instruction method, which incorporates student collaboration in conjunction with responding to SRS questions. Split-plot factorial MANOVAs were used to identify any change in learner motivation or metacognitive awareness, factoring for SRS strategy used and gender, on responses to surveys administered at the beginning and end of a unit of instruction. In addition, differences in the ability to perform transfer of course concepts was measured by factorial MANOVA, factoring by scores on a transfer assessment and gender.

Findings and Conclusions:

Analysis revealed a decrease in confidence in both SRS strategies, however, knowledge of cognition increased for both SRS strategies. An interaction effect by gender and SRS strategy occurred for regulation of cognition. Males increased in the individualized strategy, while females increased in the Peer Instruction strategy. Also, the Peer Instruction group performed near transfer of course concepts better that the individualized responding group.

The results suggest that the drop in confidence may have been mediated by the increase to metacognitive awareness. Also, both SRS strategies appear to have benefits in different ways, therefore instructors should give attention to how SRS is used in instruction, not simply if it is used. Implications for practice and suggestions for further study are discussed.