Abstract

Given the impressive results of response cards on student participation, academic achievement, and classroom behavior, it is surprising that response cards are not more widely utilized. This investigation examines three hypotheses for the low utilization of response cards - low teacher satisfaction, low student satisfaction, and poor cost-effectiveness. A teacher and five students in a Finnish as a foreign language classroom were interviewed about their experiences with response cards. It was found that, overall, teachers and students liked using response cards and preferred it to other review procedures used in the class. The results of the perceived cost-effectiveness of response cards were inconclusive. The results of a synthesis of the previous qualitative response card research on teacher and student satisfaction are reported and pedagogical guidelines for using response cards are included.