The purpose of this quasi-experimental quantitative study was to determine if the incorporation of a student response system in third grade mathematics led to an increase in student achievement as measured by the MAP Growth: Math 2-5 CCSS 2010 V2 interim assessment. The study was founded on the basis that providing students with educational…

Similar to all stages of education, the use of the flipped classroom model continues to become more widespread in higher education. This paper aimed to provide insights from a pre-test and post-test experimental design-based exploration of the effects of clicker-aided flipped classroom model on learning achievement, Physics anxiety and students'…

Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group…

Do individual-level student learning styles affect appreciation for and benefit from the use of classroom response system technology? This research investigates the benefit of in-class electronic classroom response systems ("classroom clickers"). With these systems, students answer questions posed to them in a PowerPoint presentation…

The goal of the present study was to determine whether an active learning/teaching strategy facilitated with mobile technologies can improve students' levels of memory retention of key physiological concepts. We used a quasiexperimental pretest/posttest nonequivalent group design to compare the test performances of second-year medical students (n…

Most ubiquitous learning researchers use resource recommendation and retrieving based on context to provide contextualized learning resources, but it is the kind of one-way context matching. Learners always obtain fixed digital learning resources, which present all learning contents in any context. This study proposed a dynamic ubiquitous learning…

Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with…

What impact can interactive engagement (IE) activities using clickers have on students' motivation and academic performance during lectures as compared to attending traditional types of lectures? This article positions the research on IE within the comprehensive model of educational effectiveness and Gagné's instructional events model. For the…

The purpose of this study was to determine how to integrate technology into mathematics classes using clickers in the high school setting. The ability to integrate technology into instruction is a current requirement for mathematics teachers in the United States; however, students have been traditionally taught to solve equations using pencils and…

This study examined the impact of two approaches to use of student response systems (SRSs) on achievement in a study designed to better understand effective use of the devices. One condition was anonymous use of SRSs, in which graduate students selected a random clicker when entering the classroom. The second condition assigned devices to students…

This study reports the effects of student response systems (clickers) "versus" online homework on students' long-term retention of General Chemistry I course material. Long-term content retention was measured by a comprehensive yearlong American Chemical Society (ACS) GC97 exam administered seven months after students had completed the General…

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…

The primary purpose of this study is to determine how students are impacted by the use of Classroom Response System (CRS) technology. This research explores the nature of the outcomes experienced by students and their perceptions on the leading pedagogy and practices for using CRS technology in the classroom. The research is both quantitative and…

The student response system (SRS) is marketed as a reliable tool for improving students' academic attainment. However, findings to the question of whether or not the SRS does improve the learning outcomes of ESL [English as a Second Language] learners in primary education are not well documented in the research literature. Despite the wide use of…

This study explored the impact of "Technology Enabled Active Learning" (TEAL) on students learning general physics, focusing on differences between genders and among various achievement levels. A quasi-experimental investigation was conducted on two semesters of courses offered in 2008. Data sources consisted of pre-tests, post-tests,…