Effects of Integrating Audience Response Systems Into Instructional Practices Within K–12 Schools: A Meta-Analysis (Poster 20)

• In Event: Friday Poster Session 9:35 am
  In Poster Session: Trends and Issues in Technology-Based Environments

Abstract

This meta-analysis investigates the effects of integrating Audience Response Systems (ARS) into instructional practices within K-12 schools. The results show that ARS-integrated instruction has a superior effect on learning compared to traditional instruction, with g+ = 0.64. The use of ARS-based technology enhances knowledge acquisition—comprehension (g+ = 0.64) and transfer of knowledge (g+ = 0.96)—but not retention or memory of learning material (g+ = 0.12). Additionally, when ARS-integrated instruction is compared with instruction in which students are not exposed to in-class questions, the effect size was g+ = 0.92; although such effect is smaller when students respond to in-class questions, g+ = 0.54. These results suggest that ARS-based technology can enhance learning within K-12 schools.

Author

• Hector R. Ponce, University of Santiago of Chile