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The Effect of Using Student Response System on Achievement and Achievement Emotions in An English Course

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Abstract

This study investigates the effect of student response system (SRS) on students’ achievement and achievement emotions in an English course. The participants were 9th grade students (n = 83, 40 female and 43 male) attending a high school in Turkey. Study involved one experiment and two control groups. In the experimental group, SRS was used to ask questions and to provide immediate feedback to the students. Paper and pencil form of the same questions (that were used in the experimental group) were asked to the students in the control group 1 and immediate feedback was provided. These questions were not used in the control group 2. Before and after the implementation, the English Achievement Test and Class Related and Test Related Achievement Emotions Questionnaires were administered to the experimental and control groups. Mixed ANOVA was used to examine the within and between group differences. Semi-structured interviews were carried out with experimental group students. The results showed that using an SRS had statistically significant effect on students' achievement in English. In terms of the achievement emotions, the SRS had a statistically significant effect on decreasing students’ test anxiety. The SRS and using questions and immediate feedback in a paper and pencil format positively impacted students’ class-related boredom and enjoyment, and test relief. The results of the interviews supported these findings. Students reported that lessons with SRS were more enjoyable and SRS helped them to learn the subject matter better. They also reported that SRS helped them for the self-assessment of their progress. The findings of the study also showed that technical problems that arise from the lack of internet infrastructure might cause time management problems during the implementation of SRS.

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Authors and Affiliations

  1. Department of Curriculum and Instruction, Anadolu University, Eskisehir, Turkey

    Yafes Can

  2. Computer Education and Instructional Technologies, Tokat Gaziosmanpasa University, Tokat, Turkey

    Salih Bardakci

  3. Department of Curriculum and Instruction, Tokat Gaziosmanpasa University, Tokat, Turkey

    Esma Emmioğlu Sarikaya

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  1. Yafes Can
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  2. Salih Bardakci
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  3. Esma Emmioğlu Sarikaya
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Appendix

Appendix

1.1 Appendix 1: The distribution of academic achievement scores by time and group variables

See Fig. 

Fig. 3
figure 3

The distribution of academic achievement scores by time and group variables

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3

1.2 Appendix 2: The distribution of class related enjoyment, boredom, hope, hopelessness, anxiety, anger, pride and embarrassment emotions by time and group variables

See Fig. 4.

Fig. 4
figure 4figure 4

The distribution of class related enjoyment, boredom, hope, hopeless, anxiety, anger, pride and embarrassment emotions by time and group variables

Full size image

1.3 Appendix 3: The distribution of test related anxiety, relief, pride, enjoyment, anger, hope, hopelessness, and shame emotions by time and group variables

See Fig. 5. 

Fig. 5
figure 5figure 5

The distribution of test related anxiety, relief, pride, enjoyment, anger, hope, hopeless, and shame emotions by time and group variables

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Can, Y., Bardakci, S. & Sarikaya, E.E. The Effect of Using Student Response System on Achievement and Achievement Emotions in An English Course. Tech Know Learn 28, 79–115 (2023). https://doi.org/10.1007/s10758-021-09578-3

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