This paper is from Session 7D: Fostering students‘ knowledge and statistics related affect
which comes under Topic 7: Statistical literacy in the wider society
Paper 7D3 (Monday 9th, 16:00-17:30)
The use of Socrative in promoting classroom engagement: a qualitative investigation
Presenter
- Laura Tirlea (Swinburne University of Technology, Australia)
Co-authors
- Bradley Elphinstone (Swinburne University of Technology, Australia)
- Minh Huynh (Swinburne University, Australia)
- Samuel Muir (Swinburne University of Technology, Australia)
Abstract
Statistics anxiety is a common problem among tertiary students and has been found to negatively link with performance. Using innovative technology applications promotes classroom engagement and may reduce statistics anxiety. Socrative is a free and user-friendly online response system that empowers students to answer questions posed by instructors using devices connected to the internet. Research investigating the benefits of such technological applications is limited. The present findings form part of a larger cross-sectional study employing mixed methods to investigate the impact of deploying Socrative within a university environment. This paper summarises the qualitative findings and discuses implications and strategies for improving student engagement. It is expected that student attitudes and levels of engagement towards statistics will improve when using Socrative in conjunction with the learning activities.