With the increased number of digitally savvy students and the studies on the strong correlation between student performance and the use of instructional technology, a call for implementing such a tool in core courses continues. In this quantitative quasi-experimental study, the effect of the Classroom Performance System (CPS) on student achievement and retention rate was assessed in college Anatomy and Physiology courses over five consecutive semesters, Spring 2009-Spring 2011. The constructivist approach was the underlying theoretical framework because of the group learning, critical thinking, active discussions, and higher-levels of thinking promoted by the CPS. Students’ grades, overall passing rate, and retention rate were statistically compared between semesters when the CPS was used and semesters when it was not. Results indicated a significant increase in the overall passing rate (10%) and the percentage of B students (10%), and a decrease in the percentage of F students (5.5%). However, there was no significant difference in the number of A and C students. Therefore, the CPS improved student achievement through increasing the B-grade range and decreasing the F-grade range. Moreover, the retention rate improved through a decrease in the drop-out rate by 4%. Therefore, the findings of this study support the current literature on the effectiveness of the CPS in classroom. Additionally, this study adds knowledge about improving students’ chances for getting better grades and increasing retention in a core course such as the Anatomy and Physiology.
|Keywords:||Classroom Performance System Constructivism, Instructional Technology, Retention Rate, Student Achievement|
Biology Professor, Math and Science Division, South Texas College, McAllen, USA