Student response systems (SRSs) were used during the spring and fall semesters of 2006 in two introductory packaging classes, PKG 101 and PKG 221 at Michigan State University, to routinely ask questions in class and then display the students' responses in real time. At the semester end, students' opinions regarding the system were collected (using the SRSs) and then analyzed. Their likelihood of preferring a class with SRSs was estimated by fitting a probit model with student demographics (gender, major, and course grade) as predictor variables.

Across the two classes, 82% of students or more claimed that the SRS motivated them to attend class, and 58% or more stated it motivated them to participate and listen. In addition, students stated that SRSs enhanced their classroom experience (62% or more) and helped them to study (47% or more). Overall, students who preferred a class with SRSs were 34% of PKG 101 students and 62% of PKG 221 students. To sum, students were particularly motivated to attend class, but their overall preference for the SRSs varied by class.

With regards to the correlates of preference for SRSs, three main inferences can be taken from this study. 1) Demographic factors such as gender and grade were not indicated to significantly affect the likelihood that a student liked the SRS; 2) students within the course major (Packaging) were more likely to prefer a class with an SRS; and 3) class characteristics and/or the implementation of SRSs can play a critical role on the likelihood that students will like the use of SRS in class.


student opinions, introductory packaging classes, attendance motivation