The purpose of this study was to investigate the use of a personal response system (PRS) in conjunction with a form of cooperative learning in an introductory, undergraduate psychology class to determine if the combination produced a beneficial impact on student academic achievement. Student attitudes toward use of a PRS with cooperative learning were also assessed. The study investigated the linkage between the technological skills of the students and their acceptance of the use of PRS. The study also investigated the relationship between prior academic achievement of students, gender, and race with use of a PRS in combination with cooperative learning. A mixed method research design was used incorporating quantitative measures and qualitative data gathered through a student attitude survey and focus groups. The results of this study indicated use of a PRS with cooperative learning has a significant benefit on academic achievement. The contrasts of use of a PRS with and without cooperative learning for prior academic achievement, gender, and race were not significant. Students identified as having a low-use of communication technology had a higher preference for the use of PRS than high-use students. Students identified as preferring to study alone had a lower preference for group PRS questions than students preferring to study as part of a group. Students indicated they preferred classes with a PRS and that they preferred to answer questions posed on a PRS in a small group. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]