Dissertation/Thesis Abstract

Beyond Clickers: Content-Generating Student-Response Systems Giving Students a Voice in the College Classroom
by Paul, Mary W., Ed.D., California State University, Fresno, 2019, 160; 22615108
Abstract (Summary)

The use of student response systems (SRS) in the form of polling and quizzing via multiple choice questions has been well documented in the literature (Caldwell, 2007); however, there is minimal research looking at student response systems in which students add text and content. This study addressed the gap in the literature and considered content-generating SRS, such as Socrative and Google Slides, during formative assessment activities in college composition courses. Content-generating SRS display student responses to formative assessment questions, and instructors are able to evaluate and adjust course material and feedback in real-time. Students are also able to self-assess their knowledge and understanding (Boyle & Nicol, 2003). Eight courses, four control and four treatment, were taught by four instructors. Treatment courses offered formative assessment activities using technology with the option of anonymity, and control courses offered formative assessment activities in a traditional raise-your-hand to respond format. Quantitative data measuring student perception using Likert-scale surveys, and student achievement using essay scores were collected. Student interviews were conducted at the end of the study. The student perception data registered significant or approaching significant results for the perception of anonymity, self-efficacy, enjoyment, value, and satisfaction (Pekrun, 2006); however, perception is not an objective measurement of student achievement. The statistically significant results between the treatment and control groups for essay scores is an objective measurement of student achievement, and has implications for how to support both students and faculty in innovative curriculum design. Technology, when combined with formative assessment feedback, creates a powerful tool to positively impact student learning and student success.

Indexing (document details)
Advisor: Torgerson, Colleen
Commitee: Tracz, Susan, Coy, Kimberly, Wahleithner, Juliet
School: California State University, Fresno
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 81/2(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Higher education
Keywords: Achievement, Assessment, Education, SRS, Technology, UDL
Publication Number: 22615108
ISBN: 9781085692403
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