Student accuracy and evaluation of a computer-based audience response system.

We have incorporated an audience response system into our curriculum to increase student interaction in the teaching process. Classroom Performance System (CPS) is a computer-based audience response system that allows students to answer questions posed to the entire class by entering responses on a keypad. The responses are tallied and displayed on the classroom screen for all students to see. The purpose of our study was to determine student accuracy using the system with three different methods of administering questions. A secondary purpose was to assess students' perceptions about using the system. Our hypothesis for the study was that there should be no difference in volunteer accuracy or questionnaire responses to the three methods of gathering responses. Sixty-two dental students volunteered to participate. Using three methods (projected on a screen, verbal, and written), volunteers were given "responses" to enter into the system using CPS wireless remote answering devices. In the projected and verbal formats, the teacher managed the assessment by controlling the pace of input. In the written format, students were given responses on paper to input into the system at their own pace. At the end of the sessions, volunteers completed an anonymous questionnaire regarding their experiences with the system. The accuracy of responses was similar in the teacher-managed assessments (projected and verbal format). There was a statistical difference in the accuracy of responses in the student-managed assessment (p=<0.000001). Questionnaire responses also showed that students preferred teacher-managed assessments. The hypothesis was disproved. The overall response to this audience response system and its methods of gathering information was very positive.