Masters Thesis

Student Response Systems and Behavioral Engagement in Middle School Mathematics Students

ABSTRACT STUDENT RESPONSE SYSTEMS AND BEHAVIORAL ENGAGEMENT IN MIDDLE SCHOOL MATHEMATICS STUDENTS by © Callie L. Ruiz 2011 Master of Arts in Interdisciplinary Studies: Mathematics Education K-8 California State University, Chico Spring 2011 Student engagement, often defined to include students’ attention, interest, participation, and effort in schoolwork, is a concern for educators because of its correlation to achievement. Since engagement encompasses behavioral aspects, researchers have suggested using instructional strategies that could manipulate or influence students’ behavioral engagement in the classroom. A student response system (SRS) is a technological tool that may influence engagement. A SRS consists of wireless handheld response pads and a centralized receiver. A teacher poses multiple-choice-type questions and students respond via the response pads. Responses from the entire class are then instantly displayed in the form of a bar graph for all to view, while individual responses are kept anonymous. The objective of this study was to answer the question: According to student self-perception, how influential is a SRS on behavioral engagement in a middle-school mathematics class? Data from a before- and after-use questionnaire, an open-ended questionnaire, and select interviews were used to determine what effect, if any, the SRS had. Statistical results indicated that the SRS did not affect students’ behavioral engagement. Instead, students reported that the SRS did provide more opportunities for doing math, participation, collaboration between peers, and immediate feedback.

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