Analyzing the effect of audi̇ence response system on students in terms of various variables

The aim of this study is to examine the effect of the Audience Response System on students' perceptions of teaching technologies, satisfaction situations for the DY system, their academic achievements, and their views towards the system. In this study, a combination of qualitative and quantitative methods was used. As a result of the analysis of the quantitative data collected in the first phase through combined methods, the descriptive sequential pattern in which the qualitative data is collected and analyzed was used to explain these data. The quantitative dimension of the study was realized with Experimental-1, Experimental-2 and Control groups consisting of 60 students. In the Experimental-1 group, the pre-lecture audience response system was used, but in the Experimental-2 group, the post-lecture audience response system was used, and in the control group, the course was processed using traditional methods. In the qualitative dimension, focus group interviews were conducted with 8 people selected from the experimental groups. "Attitude Scale for The Use of Teaching Technologies" developed by Metin, Yılmaz, Coşkun ve Birişçi (2012), "Scale of Audience Response System Use" developed by Yıldırım (2008) prepared in a 5-point Likert type, and "Basic Computer Course Success Test questionnaire " developed by the researcher were used for the collection of data. A semi-structured interview form was created to collect qualitative data. Quantitative data were analyzed by using SPSS software with normality analysis, one-way variance analysis, dependent sample t-test and independent sample t-test. The content analysis method was used for the analysis of qualitative data. According to the analysis results, it was found that the system increased students' perceptions of teaching technologies but did not make any significant difference compared to the control group. According to their satisfaction for the system, it was revealed that the obtained scores were very high, the scores of positive items were high and the scores of negative items were lower. Looking at the results of the academic achievement test, it was concluded that this increase was not significant in the enhancement of the academic success of the students. Looking at the results from qualitative data, students expressed that there was some negativity in the system, though their views on the system were positive. Looking at the results of its use in the course, the students stated that the system could be used at all stages of the course and could be used for more than one purpose instead of a single purpose.