Around 80% of engineering students found EVS handsets useful or very useful for their Mathematics learning¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2008 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? 80.7% of surveyed students said handsets were 'useful' or 'very useful', with only 4.8% finding them not useful. → Samuel O. King and Carol Robinson 2008
Evidence¶
Samuel O. King and Carol Robinson 2008¶
Samuel O. King and Carol Robinson. (2008). 'Pretty Lights' and Maths! Increasing student engagement and enhancing learning through the use of electronic voting systems. Mathematics Education Centre, Loughborough University. https://doi.org/10.1016/j.compedu.2009.01.012
q2 · i? · associational · r1
Main 13-item questionnaire completed by 145 second-year Engineering students (58% of the class) taught Mathematics with handsets. Descriptive percentages only; no effect size is printed, so impact is null. "80.7% or 4 out of 5 students found the handsets generally useful".
"In response to a question on how useful students found the handsets, 57.9% of students said they found handsets 'useful' while 22.8% found them 'very useful'. So 80.7% or 4 out of 5 students found the handsets generally useful"
Discussion¶
Related Claims¶
- 88% of engineering students consider EVS appropriate for teaching Mathematics despite the difficulty of writing suitable questions — related
- Perceived handset drawbacks (unreliability, setup time) did not substantially alter students' positive perceptions of handset usefulness — a narrower finding that bears on this claim
- Even students who do not view handsets as useful report being more likely to participate in classes where handsets are used — related
- Students report a far higher likelihood of answering questions in class when handsets are used than when responding by raising hands or verbally — related
- Students rank understanding-checks, problem identification and interactivity as the top benefits of EVS use, with fun ranked last — related
- EVS use showed no significant difference in student grades on a second-year Engineering mathematics module across two cohorts — related
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