View in EDS

Active Student Responding and Student Perceptions: A Replication and Extension

Saved in:
Bibliographic Details
Title: Active Student Responding and Student Perceptions: A Replication and Extension
Language: English
Authors: Alaina C. Keim, Adriane M.F. Sanders, Thaddeus B. Rada-Bayne, David R. Earnest
Source: Teaching of Psychology. 2025 52(1):9-16.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Student Attitudes, Psychology, Active Learning, Learner Engagement, Confidentiality, Extraversion Introversion, Academic Achievement
DOI: 10.1177/00986283231191110
ISSN: 0098-6283
1532-8023
Abstract: Background: This study examined students' perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451709
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1451709
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Active Student Responding and Student Perceptions: A Replication and Extension
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Alaina+C%2E+Keim%22">Alaina C. Keim</searchLink><br /><searchLink fieldCode="AR" term="%22Adriane+M%2EF%2E+Sanders%22">Adriane M.F. Sanders</searchLink><br /><searchLink fieldCode="AR" term="%22Thaddeus+B%2E+Rada-Bayne%22">Thaddeus B. Rada-Bayne</searchLink><br /><searchLink fieldCode="AR" term="%22David+R%2E+Earnest%22">David R. Earnest</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+of+Psychology%22"><i>Teaching of Psychology</i></searchLink>. 2025 52(1):9-16.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Confidentiality%22">Confidentiality</searchLink><br /><searchLink fieldCode="DE" term="%22Extraversion+Introversion%22">Extraversion Introversion</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/00986283231191110
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0098-6283<br />1532-8023
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: This study examined students' perceptions of and engagement with active student responding (ASR) techniques as they relate to student performance. Objective: We replicate Zayac et al.'s study on ASR methods and expand on it by using an upper-level psychology course at multiple institutions and additional measures of engagement. Method: The current study used a within-subjects, counter-balanced design, with data collected from 103 students at four universities. Results: Though no differences in exam scores across ASR conditions were observed, there were differences in student perceptions and engagement. ASR techniques providing increased anonymity resulted in greater student perceptions and engagement than control conditions. Additionally, extraverted students reported greater cognitive and emotional engagement with nonanonymous ASR techniques. Conclusion: Findings support some positive impacts of ASR techniques, especially for those that allow for increased student anonymity. Implications for Teaching: Instructors should be selective and critical about adopting ASR techniques in the classroom, as anonymous ones may allow for increased student engagement and accommodations for some but have the potential for distraction or disengagement for others.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1451709
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1451709
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/00986283231191110
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 9
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Confidentiality
        Type: general
      – SubjectFull: Extraversion Introversion
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
    Titles:
      – TitleFull: Active Student Responding and Student Perceptions: A Replication and Extension
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Alaina C. Keim
      – PersonEntity:
          Name:
            NameFull: Adriane M.F. Sanders
      – PersonEntity:
          Name:
            NameFull: Thaddeus B. Rada-Bayne
      – PersonEntity:
          Name:
            NameFull: David R. Earnest
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0098-6283
            – Type: issn-electronic
              Value: 1532-8023
          Numbering:
            – Type: volume
              Value: 52
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Teaching of Psychology
              Type: main
ResultId 1