Encouraging class participation is an important aspect of student learning

Encouraging class participation is an important aspect of student learning. Students learn to express their thoughts when they speak up during lectures. Students learn how to look for information and improve their own understanding of a concept once they ask questions. Teachers can also benefit from student participation because from this, educators can determine whether students understand the lesson. It could be a basis of adjustment of instruction. However, there are students that struggle when it comes to participation especially when it involves expressing ideas in front of the class (Shore, 2015).
One of the main objectives of student response system is to elicit student participation especially for those struggling learners. Through this, students can participate and validate their understanding without the threat of being embarrassed. A study in 2011 investigated about the effect of SRS to student participation. It provided evidence of actual student behavior as it relates participation using clickers. The majority of both clicker and non-clicker classes agree that the use of clicker questions improved overall class discussion and approximately half agree that the use of clicker questions made it more comfortable to participate in class discussions (Morse, Ruggieri, & Whelan-Berry, 2011).
In addition, student response systems have been proven to have the potential to increase student engagement in a classroom setting and may serve as a tool to facilitate student active participation and learning. A study claimed that when researchers used SRS in classroom instruction, the participants illustrates positive views about using clickers, particularly regarding their usefulness in terms of student engagement, understanding of the course content, making class enjoyable or fun, and providing immediate feedback.
In a similar study about SRS, researchers explored the use of a Mouse Mischief as an alternative informal classroom assessment. The participants of the study felt that it was a viable tool in stimulating participation inside the classroom (Wash, 2012).