The objective of this quasi-experimental quantitative study was to determine if the use of a student response system, combined with an interactive whiteboard, led to increased student achievement in mathematics within a fifth grade classroom as measured by a district benchmark assessment and the annual Arizona Instrument to Measure Standards (AIMS) Test. The study was founded on the understanding that students in the United States were lagging further and further behind their international peers in science, technology, engineering, and mathematics. One potential way to motivate students in these areas was to adhere to the constructivist approach to learning and to involve students in the construction of their own knowledge. Although very little research has been conducted combining interactive whiteboards and student response systems in elementary classrooms to measure their effectiveness related to student achievement, this combination may be what is needed to address how to raise student academic scores while engaging digital native students in the process. In this study, student scores from a district benchmark assessment served as the baseline measure of mathematical proficiency. The AIMS Test served as the outcome measure of mathematics achievement in the study. An analysis of covariance was conducted and it demonstrated a significant difference, based on a significance level of 0.05, between the treatment and the control groups, with F = 6.83 and p = 0.01. It was therefore determined that the use of a student response system positively affected student achievement in mathematics. [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.]