Classroom Performance Systems, Library Instruction, and Instructional Design: A Pilot Study

Barbara Petersohn
2008 portal: Libraries and the Academy  
To explore how effective CPSs (Classroom Performance Systems) are in the classroom, specifically for library instruction, this pilot study considered the question: Does the use of a CPS improve student retention of information presented in class as measured by pre-and post-test scores? The use of pretest and post test measurements for retention of information attempted to assess the impact of instruction using the CPS for a single session and the usefulness of CPS for the delivery of
more » ... generally. The data collected included the results of a 5-item pretest and a 6-item post test completed by 48 freshmen college students. While scores improved for both groups improved after instruction, scores for the group using the CPS with instruction showed somewhat greater improvement than the non-CPS group. The author also discusses the role of instructional design in the development of the study and other considerations for future studies. Classroom performance systems (CPS), also called personal response systems, audience response systems, or clickers, are presentation tools that immediately record and graph audience responses to a question, transmitted with a hand-held keypad to a PC with a receiver. CPSs aggregate and present this collected feedback and through presentation software project it on screen. Though some version of this technology has been in existence since the 1970s, they have evolved over time from expensive, cumbersome and costly hard-wired systems to become accessible and user-friendly instructional tools. The business community, an early adopter group, used the CPS technology as a means to facilitate meetings and conferences. 1 By the mid-1990s, educators in medicine and the sciences were writing about their experiences using this tool, often for facilitating instruction or lecture sessions in large classrooms and lecture halls. 2 With time, improvements like greater portability and affordability, easy integration into presentation software, simpler installation, and simpler use of imbedded video clips made CPS technology more accessible than ever to anyone who teaches and wants feedback on their instruction technique or their audience's learning. 3
doi:10.1353/pla.0.0007 fatcat:j5ye6yphyfbtlglpftz5tbbsay