A Critical Analysis of Teaching with Student Response Systems in Middle School Classrooms

Author

Meagan Renee' Musselman, Southern Illinois University CarbondaleFollow

Date of Award

1-1-2008

Degree Name

Doctor of Philosophy

Department

Curriculum and Instruction

First Advisor

McIntyre, John

Abstract

This study explored how student responses systems are being used in middle school classrooms. The study sought to find out (1) for what purposes middle school teachers used student response systems (SRS); (2) in what subject areas middle school teachers use SRS; (3) if teachers profile of use of the systems were associated with particular characteristics of teachers (i.e., years taught, semesters using SRS technology, professional development experiences); (4) if teachers profile of use of the systems were related to their perceptions regarding the effect of SRS on instruction; and (5) if teachers profile of use of the systems were related to their perceptions regarding the effect of SRS on student learning. A total of 658 middle school teachers using student response systems were contacted to participate in the electronic survey. A total of 121 responded, yielding a response rate of 18.38%. A pre-existing survey, the Student Response System Questionnaire, was used to gather quantitative data for this study. Descriptive statistics were used to report data for purposes teachers used the systems and in what subject areas teachers used the systems. The results from the study show that grades 6-8 teachers are using student response systems across the curriculum and the main purpose is for formative assessment. Analysis of variance tests (ANOVAs) were used to analyze the relationship between profiles of use and continuous data (i.e., how many years the teachers have taught and how many semesters they have used student response technology). There was a significant relationship (F = 3.56, p < .05) between the number of years teachers had taught and their profiles of use. After an analysis of variance (ANOVA) test was conducted for the number of semesters teachers had used the SRS as compared to their profile of use, no significance was found. A chi-square test (85.41, p <.01) revealed there was a significant relationship between teachers' profile of use and the amount of technical professional development they have received. A chi-square test (21.83, p <.01) revealed there was a significant relationship between teachers' profile of use and the amount of instructional professional development they had received. An analysis of variance test (ANOVA) was conducted between the teachers' profile of use and their perceptions regarding the effect of student response systems on instruction. This correlation was significant at the .000 level and was therefore significant to this study implying a relationship between the teachers' perceptions regarding the effect of student response systems on instruction and their profiles of use. An analysis of variance test (ANOVA) was also conducted between the teachers' profile of use and their perceptions regarding the effect of student response systems on student learning. This correlation was significant at the .002 level and was therefore significant to this study implying a relationship between the teachers' perceptions regarding the effect of student response systems on student learning and their profiles of use. Ten open response questions were sent out to participating teachers soliciting qualitative data to support the quantitative data from the electronic survey. Eleven teachers responded and themes from their responses are included in the results of this study.