Defense Date
6-13-2012
Graduation Date
Summer 2012
Availability
Immediate Access
Submission Type
dissertation
Degree Name
EdD
Department
Instructional Technology (EdDIT)
School
School of Education
Committee Chair
Ara Schmitt
Committee Member
Joseph Kush
Committee Member
Elizabeth McCallum
Keywords
Clickers, Instructional technology, Response systems
Abstract
Classroom Response Systems (CRS) are devices that are relatively inexpensive and easy to use, yet allow full and anonymous participation by students while providing immediate feedback to instructors. These devices have shown promise as a tool to increase engagement in learners, an outcome that would be particularly useful among middle level learners. This study assessed the ability of CRSs to promote content among suburban, middle level students in science class, and it is the first known study of CRSs that used an alternating treatments design to improve the reliability of the findings. The study also assessed the acceptability of the technology. Quiz results did not support claims that that students learn more when using CRSs, but acceptability responses indicated that students preferred CRSs to traditional questioning practices, that students perceived their learning as greater when using CRSs, and that students felt somewhat lower levels of anxiety when using CRSs for review.
Format
Language
English
Recommended Citation
McNally, M. (2012). The Effects of Classroom Response Systems on Student Learning and Engagement (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/914