An Empirical Investigation of the Effects of SRS Technology on Introductory Managerial Accounting Students

Abstract

To investigate whether student response system (SRS) technology increases student exam performance, we conduct a quasi-experiment using six introductory managerial accounting courses. Three courses were taught using SRS technology and three were taught without using SRS technology. The students in the SRS courses performed on average 3.15 percentage points better than students in the non-SRS courses after controlling for age, gender, prior GPA, and ACT score. SRS technology was more beneficial to students with the lowest prior GPAs. The study found evidence that SRS technology helps these low-GPA students without having a negative effect on high-GPA students.

Using student response systems in the accounting classroom: Strengths, strategies and limitations

“…Among those studies finding a statistically significant learning improvement, using exam scores as the proxy for learning and control groups that hold pedagogy constant, are Premuroso, Tong, and Beed (2011), Edmonds and Edmonds (2008), Carnaghan and Webb (2007), Yourstone, Kraye, and Albaum (2008), Morling et al (2008), and Mayer et al (2009). The first three of these studies were conducted in an accounting context, with Premuroso et al studying students in introductory financial accounting, and Edmonds and Edmonds and Carnaghan and Webb studying students in introductory managerial accounting.…”

A quasi-experimental assessment of interactive student response systems on student confidence, effort, and course performance

“…Four recent studies (Carnaghan & Webb, 2007;Edmonds & Edmonds, 2008;Mula & Kavanagh, 2009;Segovia, 2008) examined the impact of SRS on course performance (proxied by exam scores) in introductory accounting courses. Carnaghan and Webb (2007) and Mula and Kavanagh (2009) found SRS did not improve course performance.…”

Accounting education literature review (2006–2009)

“…The latter finding hints that ADEPT may aid in knowledge retention, which indicates that expanded research about its efficacy is appropriate. Edmonds and Edmonds (2008) investigate whether student response system (SRS) technology increases academic performance. SRS technology promotes active learning by having students communicate with the instructor using wireless response pads.…”