Table 2 FGD Themes and frequencies
From: The educational value of an audience response system use in an Iraqi medical school
| Caterory 1: Advantages | ||||
| Subcategory | Theme | Frequency | Students | Example Qoute |
| A | Summarizing the topic | 2 | S2, S4 | “Summary of topics is good” |
| B | Improving focus | 5 | S2, S3, S4, S7, S8 | “I like it and I can pay attention” |
| C | Thinking simulation | 6 | S1, S4, S5, S6, S7, S8 | “we understand and ask questions”. |
| D | Helps preparing for the exam | 1 | S4 | “It helps study for the exam” |
| E | Special way of learning. | 2 | S6, S7 | “It is different from other subjects; I learn more here” |
| F | Entertaining | 6 | S2, S3, S4, S5, S6, S8 | “We like it and it’s like playing game” |
| Total | 22 | |||
| Caterory 2: Disadvantages | ||||
| Subcategory | Theme | Frequency | Students | Example Qoute |
| A | Time consuming | 3 | S1, S3, S8 | We spend a lot of time and we wait for the answers |
| B | Repetition | 1 | S5 | Every time it is the same things we answer questions and wait until we see the answers |
| Total | 4 | |||