Date of Award
2006
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this quasi-experimental quantitative study was to examine the effects of Student Response System (SRS) use on student learning and verbal participation in an authentic K-12 classroom environment for a sixth-grade mathematics unit on probability. A self-report survey was administered to report student attitudes regarding SRS use for the unit. A sample of 84 sixth-grade students from a rural Midwestern elementary school was used for the study by established grouping. Two sections of the sixth-grade class were used as the treatment condition of SRS use and two sections of the sixth-grade class were used as the control group of SRS non-use for a week long mathematics unit on probability. The study used a comparative posttest only design to compare mean posttest scores, the mean total number of student-to-teacher responses, and the mean total number of student-to-student responses between treatment and control groups for the unit. Results of the study found no significant difference in student learning as measured by a teacher created posttest for the probability unit. No significant difference was found to exist in student verbal participation for the mean total number of student-to-teacher responses between the treatment group of SRS use compared to the control group of SRS non-use. A significant difference was found in student verbal participation between the treatment and control groups for the mean total number of student-to-student responses. Results of a survey of student attitudes regarding SRS use are also presented.
Recommended Citation
Grissom, Gary Thomas II, "Effects Of Student Response System Use On Student Learning And Verbal Participation For A Sixth-Grade Mathematics Unit" (2006). All-Inclusive List of Electronic Theses and Dissertations. 986.
https://scholars.indianastate.edu/etds/986