Clicking in the Classroom: Using a Student Response System in an Elementary Classroom

Victoria Scott

Abstract


This action research study used a mixed methods design to gather data on the academic performance and perceptions of elementary students regarding the use of clickers. Participants in this study consisted of 22 second grade students from a large, suburban elementary school in the Midwest. Four consecutive health units were taught using the multimedia presentation software, PowerPoint. These units alternated between clicker use and non-clicker use in an A-B-AB design. In addition to academic performance, a student survey was administered and a focus group conducted to determine student perceptions regarding the use of clickers. Initial results indicated an increase from pre to post test scores for both response methods. However, the group using clickers showed a greater mean score gain than the group without the clickers. Survey results indicated that students enjoyed the use of clickers and felt it helped improve their performance. Additional research is needed to determine the effects of using clickers in a variety of classroom situations over an extended period of time.

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