This dissertation explored STEM faculty description of using a Student Response System (SRS) in higher education engineering classrooms, aimed to understand their experiences, practices, and perceptions of SRS as a pedagogical tool for enhancing student engagement and learning outcomes. The research questions driving this qualitative study focused…

The purpose of this study was to determine whether the use of interactive learning technology in the classroom can impact knowledge retention among students as compared to classrooms where interactive learning technology was not utilized. Through a quasi-experimental design, the study explored non-cognitive factor relationships to knowledge…

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…

The purpose of this qualitative transcendental phenomenological study was to examine the usage, attitudes, and perceptions of personal response system (PRS) use by teaching faculty who had used the technology in at least one course at Montana State University (MSU) in Bozeman in the past six years. Fifteen faculty members who had used PRS in their…

This qualitative case study of a rural high school examines the impact of technology tools on secondary science classrooms. Specifically, document cameras, student response systems, and probeware are examined for their affect in instructional practices in science classrooms where they are used. Observational data, student surveys, and teacher…