Immediate Feedback Using Student Response System

Abstract

The current research investigated the effects of providing immediate feedback using a student response system (SRS) to 53 students who had statistically significant similar math skills. The students in the experimental group (n = 25) received continuous, rigorous, and consistent immediate feedback for their responses through SRS, whereas, the students in the control group (n = 28) lacked the same for 18 weeks. An analysis of covariance (ANCOVA) revealed a statistically significant difference in the math achievement of students in the experimental group with a medium effect size (η² = .11), when controlling for giftedness, gender, and economic status.