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

Abstract

To explore how effective CPS (Classroom Performance Systems) are in the classroom, specifically for library instruction, this pilot study considered the question: “Does the use of CPS improve student retention of information presented in class as measured by pre-and posttest scores?” The use of pretest and posttest measurements for the retention of information attempted to assess the impact of instruction using CPS for a single session and the usefulness of CPS for the delivery of instruction, generally. The data collected included the results of a five-item pretest and a six-item posttest, completed by 48 freshmen college students. Although scores improved for both groups after instruction, scores for the group using 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.

The Effectiveness of Library Instruction: Do Student Response Systems (Clickers) Enhance Learning?

“…Results indicated that both groups showed improved scores between the pre-and posttests. However, Petersohn (2008) reported statistically significant differences between the clicker and nonclicker groups; specifically the clicker group showed more improvement than the nonclicker group; however, generalization of these findings is limited because of the small number of participants.…”

“…Although Hoffman and Goodwin (2007) reported positive results from applying response systems during library-related instruction, there are few hard data on how effective information literacy classes are in teaching library literacy skills using this method (Petersohn, 2008). Petersohn (2008) conducted a pilot study to assess the impact of response systems during library instruction on short-term retention.…”

“…Petersohn (2008) conducted a pilot study to assess the impact of response systems during library instruction on short-term retention. Forty-eight freshmen students from Communication or English Composition classes at Georgia State University's Alpharetta Campus participated in a 20-minute library instruction session.…”

Clicking with your audience: Evaluating the use of personal response systems in library instruction

“…Based on a survey of academic librarians, Connor (2009) agrees that the use of clickers can prompt greater classroom interactivity through an assessment of students' understanding of IL concepts. Petersohn (2008) proposes clickers as classroom management devices with the potential to reduce off-task behavior during one-shot sessions. Hoffman and Goodwin (2006) explore the relationship between student enjoyment of the PRS devices and an increase in class participation and discussion.…”

“…Using pre-and post-tests, Petersohn (2008) finds that clicker classes show higher post-test achievement. However, Dill (2008) concludes that although students are more engaged in PRS classes, their quiz results do not demonstrate greater information retention.…”