Exploring the efficacy of electronic response devices in ninth-grade science classrooms

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dc.contributor.authorDey, John A., 1971-
dc.date.accessioned2010-02-13T00:40:26Z
dc.date.available2010-02-13T00:40:26Z
dc.date.issued2009-06
dc.descriptionxii, 95 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractStudent use of electronic response technology has been prevalent in postsecondary institutions and is beginning to penetrate K-12 classroom settings. Despite these trends, research exploring the impact of this technology in these settings has been limited. The extant research has relied heavily on survey methodologies and largely has focused on student/teacher perception or implementation practices while remaining silent on learning outcomes. The purpose of this study was to broaden the scope of research models used to explore electronic response technology and its impact on student learning. The study took place in a ninth-grade science classroom at a large high school with a comprehensive curriculum. Study participants were first-year high school students enrolled in one of two sections of the freshman science sequence focusing on Physical Science content. One section, serving as the Treatment group, used electronic response devices on a daily basis to respond to preplanned teacher questions. The other section, serving as the Comparison group, relied on traditional methods of interaction such as raising hands to respond to questions. They responded to the same set of preplanned questions and differed only in the manner of response, with the teacher asking the class and then calling on one of the students to answer. The study focused on academic achievement, as measured by student performance on a pre- and posttest, as well as student engagement, measured by momentary time sample data taken throughout the entire class with focused attention on periods of teacher questioning. The analysis of academic achievement employed an ANOVA, and no statistically significant difference was found between the groups. Engagement data were analyzed using an independent samples t test, and statistically significant differences were found between the two groups. Findings from this study indicated that, when using electronic response technology in their science classes, students demonstrated significantly higher levels of engagement across an entire class period as well as during teacher questioning. Implications of the study have been framed around the promise of electronic response technology for engaging and motivating students.en_US
dc.description.sponsorshipAdviser: Gerald Tindalen_US
dc.identifier.urihttps://hdl.handle.net/1794/10197
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Educational Leadership, Ed. D., 2009;
dc.subjectCurriculumen_US
dc.subjectSecondary educationen_US
dc.subjectTechnologyen_US
dc.subjectEngagementen_US
dc.subjectAssessmenten_US
dc.subjectElectronic response devicesen_US
dc.subjectNinth grade (Education)en_US
dc.subjectScienceen_US
dc.subjectStudent engagementen_US
dc.subjectEducation, Secondaryen_US
dc.subjectEducational technologyen_US
dc.subjectScience educationen_US
dc.subjectCurriculum developmenten_US
dc.subjectAchievementen_US
dc.titleExploring the efficacy of electronic response devices in ninth-grade science classroomsen_US
dc.typeThesisen_US

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