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Article: The impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study

TitleThe impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study
Authors
Issue Date2009
Citation
British Journal of Educational Technology, 2009, v. 40 n. 5, p. 848-860 How to Cite?
AbstractAlthough a number of researchers have examined response pad systems (RPSs) in higher education, there has been very little research at the K-12 level. This paper investigated the impact of using an RPS in the learning of physics concepts in a secondary school in Singapore. Two classes (n = 35 students in each class) of secondary five students participated in this study. One of the classes used an RPS while the other did not. Both classes completed a pretest and a posttest which tested the students in the application of the physics concepts taught. Results suggested that the class that used an RPS performed better in the posttest compared to the class that did not use the system. In addition, we explored the teacher and students' perceptions of using the RPS. © 2008 British Educational Communications and Technology Agency.
Persistent Identifierhttp://hdl.handle.net/10722/194248
ISSN
2015 Impact Factor: 1.633
2015 SCImago Journal Rankings: 1.613
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorWong, KM-
dc.contributor.authorHew, KF-
dc.contributor.authorCheung, WS-
dc.date.accessioned2014-01-30T03:32:21Z-
dc.date.available2014-01-30T03:32:21Z-
dc.date.issued2009-
dc.identifier.citationBritish Journal of Educational Technology, 2009, v. 40 n. 5, p. 848-860-
dc.identifier.issn0007-1013-
dc.identifier.urihttp://hdl.handle.net/10722/194248-
dc.description.abstractAlthough a number of researchers have examined response pad systems (RPSs) in higher education, there has been very little research at the K-12 level. This paper investigated the impact of using an RPS in the learning of physics concepts in a secondary school in Singapore. Two classes (n = 35 students in each class) of secondary five students participated in this study. One of the classes used an RPS while the other did not. Both classes completed a pretest and a posttest which tested the students in the application of the physics concepts taught. Results suggested that the class that used an RPS performed better in the posttest compared to the class that did not use the system. In addition, we explored the teacher and students' perceptions of using the RPS. © 2008 British Educational Communications and Technology Agency.-
dc.languageeng-
dc.relation.ispartofBritish Journal of Educational Technology-
dc.titleThe impact of the use of response pad system on the learning of secondary school physics concepts: A Singapore quasi-experiment study-
dc.typeArticle-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1111/j.1467-8535.2008.00868.x-
dc.identifier.scopuseid_2-s2.0-68949114361-
dc.identifier.hkuros244660-
dc.identifier.volume40-
dc.identifier.issue5-
dc.identifier.spage848-
dc.identifier.epage860-
dc.identifier.isiWOS:000268979800006-

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