Effectiveness and Efficiency Analysis of Keypad Response Technology in the Introductory Accounting Classroom
Daniel A. Smith, Karen A. Maguire

Abstract
In an analysis of the efficiency and effectiveness of Keypad Response Technology (KRT) within an introductory accounting class, students were asked to use eInstruction’s Classroom Performance System. Effectiveness of KRT was evaluated by comparing student performance in previous class sections not exposed to KRT (non-KRT, n=68) to the performance of students exposed to KRT (n=161). Efficiency was evaluated by manipulating the timing of questions given via KRT. Two KRT-class sections received questions periodically throughout class (PER, n=64), whereas three sections received KRT questions at the end of class (EOC, n=97). Student assessment performance was neither significantly different between KRT and non-KRT samples, nor was it significant between EOC and PER sections. However, student withdrawal rate was significantly higher in KRT sections (13.66%) versus non-KRT (4.41%). Withdrawal was also found to be significantly higher in PER (20.03%) and positively correlated with age. Lastly, participation in KRT was determined to be significantly correlated with assessment performance in PER, but not in EOC.

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