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ERIC Number: ED552840
Record Type: Non-Journal
Publication Date: 2013
Pages: 91
Abstractor: As Provided
ISBN: 978-1-3030-0477-3
An Action Research Study on the Effect of Interactive Technology and Active Learning on Student Performance
Bear, Teresa J.
ProQuest LLC, D.Ed. Dissertation, Capella University
This quantitative action science research study utilized a causal-comparative experimental research design in order to determine if the use of student response systems (clickers), as an active learning strategy in a community college course, improved student performance in the course. Students in the experimental group (n = 26) used clickers to respond to periodic, multiple-choice, instructor-posed review questions during the lecture period, while students in the control group (n = 24) raised their hands to select an answer. Student performance during the five week investigational period was assessed with weekly quizzes (5 in total) and one comprehensive exam. The results showed that the average quiz score for students in the clicker group was 5.6% higher than that of students in the control group which was statistically significant at the p<0.05 significance level. Although the clicker group also had a 2.8% higher mean comprehensive exam score, this difference was not found to be statistically significant. The general findings of this study showed positive results and student engagement technology should be considered as part of an overall strategy to improve student achievement at the community college level. Future related studies would allow for a longer investigational period in order to determine if final course performance grades were influenced by the use of clickers. Additional studies would also explore clicker technology in other academic disciplines beyond the chemistry classroom. Finally, it is recommended that additional, similar studies be carried out utilizing other novel forms of student engagement technology including SMARTĀ® boards, smartphones, and computer tablets, all of which have become increasingly more visible in the community college classroom. [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:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A