Date of Award
Spring 2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Center for Science and Math Education
School
Center for Science and Math Education
Committee Chair
Sherry Herron
Committee Chair School
Center for Science and Math Education
Committee Member 2
Kyna Shelley
Committee Member 2 School
Education
Committee Member 3
Richard Mohn
Committee Member 3 School
Education
Committee Member 4
Chet F. Rakocinski
Committee Member 4 School
Ocean Science and Engineering
Committee Member 5
Richard W. Heard
Committee Member 5 School
Ocean Science and Engineering
Abstract
Technological advancements have enabled educators to bring excitement in student success with instantaneous feedback utilizing classroom response systems (CRS). A quantitative, quasi-experimental research design was used in this dissertation research to build a comprehensive understanding of the impact of instantaneous feedback with student knowledge and student self-efficacy. The purpose of this study was to illuminate the benefits of instantaneous feedback and student self-efficacy with incorporation of CRS in a secondary science course. Statistical analyses were conducted with quantitative formative scores, summative test scores, and self-efficacy questionnaire results prior to the incorporation of CRS, and perceived self-efficacy questionnaire results after experience with CRS.
Copyright
2019, Shani Bourn
Recommended Citation
Bourn, Shani, "Classroom Response Systems: Does Instantaneous Feedback Affect Students' Knowledge and Self-Efficacy in a Secondary Science Course" (2019). Dissertations. 1623.
https://aquila.usm.edu/dissertations/1623