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The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom

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  • Omar Altwijri

    (Center for Excellence in Learning and Teaching, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia
    Department of Biomedical Technology, College of Applied Medical Sciences, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia)

  • Elham Alsadoon

    (Center for Excellence in Learning and Teaching, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia
    Curriculum and Instruction Department, College of Education, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia)

  • Ahmad Abdul-Wahhab Shahba

    (Center for Excellence in Learning and Teaching, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia
    Kayyali Research Chair for Pharmaceutical Industries, Department of Pharmaceutics, College of Pharmacy, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia)

  • Walid Soufan

    (Center for Excellence in Learning and Teaching, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia
    Plant Production Department, College of Food and Agriculture Sciences, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia)

  • Saud Alkathiri

    (Center for Excellence in Learning and Teaching, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia
    Curriculum and Instruction Department, College of Education, King Saud University, P.O. Box 2460, Riyadh 11451, Saudi Arabia)

Abstract

Enhancing faculty performance and student interaction during the lecture is essential to achieve sustainable learning development. The current study aims to evaluate the effect of using “Student response systems (SRS)” on faculty performance and student interaction in the classroom. The faculty members at King Saud University were encouraged to join a university-scale educational project that involve utilizing SRSs within their classes. From Fall 2016 to Fall 2019, a total of 371 faculty members and 19,746 students were enrolled in the current study. By the end of each semester, faculty and student satisfaction surveys were distributed to evaluate their perceptions of using SRS in the class. The faculty members’ and students’ response rates were 75.7% and 38.1%, respectively, and represented 18 different colleges from different disciplines within the university. Furthermore, the study covered a wide range of study levels for bachelor’s degrees ranging from levels 1–10. The study demographics showed that 60% of the total participating faculty members and 64% of students were females. Interestingly, the majority of participating faculty members (40%) and students (44%) belong to health colleges. Among the most beneficial effects of using SRSs, is that it increased the interaction, focus, and participation of students in the lecture and stimulated their desire to attend and prepare for the lecture. It also helped the faculty members to improve their teaching strategies and enabled them to know the weaknesses or strengths of students, which in turn led to the improvement of the entire educational process. The majority of faculty members as well as the students recommend applying it in other courses and future semesters. These findings were generally consistent over the whole studied seven semesters. SRSs offer a potential tool to improve faculty teaching practices, enhance student engagement, and achieve sustainable learning development among different disciplines.

Suggested Citation

  • Omar Altwijri & Elham Alsadoon & Ahmad Abdul-Wahhab Shahba & Walid Soufan & Saud Alkathiri, 2022. "The Effect of Using “Student Response Systems (SRS)” on Faculty Performance and Student Interaction in the Classroom," Sustainability, MDPI, vol. 14(22), pages 1-20, November.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:22:p:14957-:d:970372
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    References listed on IDEAS

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    1. Michael K. Salemi, 2009. "Clickenomics: Using a Classroom Response System to Increase Student Engagement in a Large-Enrollment Principles of Economics Course," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 385-404, October.
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    4. Ahmad A. Shahba & Zaid Alashban & Ibrahim Sales & Abdelrahman Y. Sherif & Osman Yusuf, 2022. "Development and Evaluation of Interactive Flipped e-Learning (iFEEL) for Pharmacy Students during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(7), pages 1-19, March.
    5. Sucharita Ghosh & Francesco Renna, 2009. "Using Electronic Response Systems in Economics Classes," The Journal of Economic Education, Taylor & Francis Journals, vol. 40(4), pages 354-365, October.
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