Anatomy and physiology courses are information-rich and cover numerous terminologies, concepts, and processes of the human body and its systems, and the classes are required for many students in different degree programs. Therefore, a teaching strategy that can increase student performance and achievement in such a class would be essential. The Classroom Performance System (CPS), an instructional technology tool with wireless response pads, is used to increase student attendance, participation, and achievement in a number of classes, but not much information is found on its effectiveness in anatomy and physiology classes. The purpose of the study was to determine the effectiveness of the CPS in increasing student attendance, participation, and achievement in anatomy and physiology classes. Data were collected through a survey and in-class observations. The sample was made up of 120 students enrolled in four sections that were selected following convenient sampling. This study was conducted during the Fall semester of 2010 at South Texas College, and the IRB approval was obtained prior to data collection. The data were analyzed during the Spring semester of 2011.
|Keywords:||Achievement, Anatomy and Physiology, Anonymity, Attendance, Classroom Performance System (CPS) Embarrassment, Group Discussions, Participation, Prompt Feedback|
Professor, Mathematics and Science Division, South Texas College, McAllen, TX, USA
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