Enhancing Active Learning through Classroom Response Systems: A Mixed-Method Study with Plickers in First-Year Teacher Education

Abstract

This study evaluates the effectiveness of Plickers as a Classroom Response System (CRS) in fostering an active learning environment among first-year Education students at Initao College. Specifically, it aims to (1) assess the significant improvement in students’ performance in the Principles of Learning lesson before and after using Plickers and (2) examine students’ experiences in fostering an active learning environment through this technology. A sequential explanatory mixed-methods design incorporated both quantitative and qualitative methods. The quantitative aspect involved a pre-test and post-test assessment, measuring the learning gains of 20 first-year Education students. The qualitative aspect utilized thematic analysis to capture students’ experiences and perceptions of Plickers. The pre-test and post-test, covering 125 quiz points across topics such as Research Designs, Principles of Learning, Elements of Learning, and Child and Adolescent Development, were facilitated using an LED projector, laptop, clicker, mobile phone, and whiteboard. Results revealed a statistically significant improvement in students’ post-test scores compared to their pre-test performance (Wilcoxon Rank test, p < 0.001). The qualitative findings identified positive emotional responses, increased engagement, and inclusivity as key benefits of Plickers, with students expressing enjoyment, reduced anxiety, and active participation. However, challenges such as time pressure and physical fatigue were noted. The study highlights the potential of Plickers as an effective digital tool in higher education, promoting interactive learning and real-time assessment. Future recommendations include optimizing response time, further integrating technology in teacher education, and exploring the impact of Plickers not only in teacher education programs but also in higher education programs and basic education programs across different disciplines, such as social studies, languages, sciences, and mathematics, to assess its broader applicability.