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. / School of Education / Instructional Technology (EdDIT) / EdD / Dissertation
| Identifer | oai:union.ndltd.org:DUQUESNE/oai:digital.library.duq.edu:etd/154154 |
| Date | 17 July 2012 |
| Creators | McNally, Michael |
| Contributors | Ara Schmitt, Joseph Kush, Elizabeth McCallum |
| Source Sets | Duquesne University |
| Detected Language | English |
| Rights | Worldwide Access |
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