Classroom Response Systems and Student Achievement Sunny Claytor EDUC 552

Hypothesis If a Classroom Response System is used in everyday instruction, then student achievement will increase.

Significance of the Issue Classroom Response Systems address all of these.

Independent Variable Classroom Response System (CPS) Questions are posed to the entire class Each student answers using a handheld remote (clicker). Answers instantly recorded and analyzed providing immediate feedback Histograms show data on mastery individual or class level. Formative assessment teacher can adjust instructional approach and pacing according to data.

Dependent Variable Student Achievement Defined as higher test scores earned by students in test group as compared with a control group.

“On Clickers, Questions, and learning” Skinner, S. (2009). On clickers, questions, and learning. Journal of College Science Teaching, 38(4), 20-23. Stresses the importance of formative assessment and the benefits of using CPS to gather data. CPS data used to adjust lessons

Methods Control Group Classes taught as normal Treatment Group Clickers incorporated into everyday instruction Embedded in PowerPoint presentations 3-5 questions a day Discussion of questions followed Group A Group B

Description of Sample Two 9th grade Social Studies classes Group A was taught in the morning 13 students, 8 boys and 5 girls class average = 79.5% (at the beginning of research) Group B was taught at the end of the day 19 students, 13 boys and 6 girls class average = 77.5% (at the beginning of research)

Description of Sample Southern Ohio high school Enrollment = 415 Listed in the top 5 poorest school districts in Ohio (2008) mainly due to a lack of businesses in the district. Rural district with high poverty and low median household income (ODE) Median household income = $27,648 Designation High School=Effective District = Continuous Improvement The district was at the end of its second year in the Ohio Improvement Process.

Instruments Post Test Same test for both groups; primarily multiple choice Initial Questionnaire Intended to assess their perceptions of the current atmosphere and teaching methods of the class Post Treatment Questionnaire Intended to assess their perceptions of the atmosphere and teaching methods of the class during treatment Observation Student behavior was observed prior to treatment and again during treatment

Survey Results

Survey Results

Graphical Display of Survey Results

Clicker-Specific Question Results

Clicker-Specific Question Results

Results Observations

Results Test Results

What It All Means A relationship exists between CRS use and increased student achievement. Treatment group scored higher on post-test 8.23 percentage points Student engagement was also shown to have increased during treatment Comparison of pre and post observations. Number of students paying attention doubled

What It All Means Cont. Student achievement is a complex issue involving numerous contributing factors. classroom response systems are not a magic solution part of the equation. combined with an active learning approach effective Regardless, sound theory and positive research results highly recommend this method for use in the classroom.