Show simple item record

dc.contributor.advisorNewton, Kristie Jones, 1973-
dc.creatorBradley, Wendy Lara
dc.date.accessioned2020-11-03T15:34:20Z
dc.date.available2020-11-03T15:34:20Z
dc.date.issued2015
dc.identifier.other958157467
dc.identifier.urihttp://hdl.handle.net/20.500.12613/2620
dc.description.abstractThere is a current push for students to reach higher levels of achievement in mathematics in order to compete in today’s technologically changing world—a push that is being led by the Common Core Standards Initiative (CCSI) and the National Council of Teachers of Mathematics (NCTM). The issue with this new push, however, is that most students are disinterested in mathematics, resulting in them choosing to not participate in class. Active participation is a form of behavioral engagement that can lead to cognitive engagement and higher achievement. To improve participation, the expectancy-value theory suggests that the perceived benefit of participation needs to be increased while the cost reduced. Electronic audience response systems (EARS) have the potential to accomplish this, and they have begun to be implemented at the college level with primarily positive results. The purpose of this study is to examine if EARS can similarly improve student participation and achievement in the secondary geometry classroom. Using a quasi- experimental design, this study compared students’ participation using hand raising versus EARS devices in the classroom and found that student participation increased significantly when using EARS. To look at achievement, a treatment and comparison group design was used, and despite that no statistically significant difference was found, the results do support EARS’ potential to improve achievement. Lastly, this study looked at student and teacher perceptions of using the EARS in the classroom, and found mixed results.
dc.format.extent119 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Mathematics
dc.subjectEducational Technology
dc.subjectEars
dc.subjectMathematics Classroom
dc.subjectParticipation
dc.titleElectronic Audience Response System in the secondary mathematics classroom to engage students
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberBrandt, Carol B.
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberBooth, Julie L.
dc.contributor.committeememberKerrigan, John
dc.description.departmentMath & Science Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/2602
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-03T15:34:20Z


Files in this item

Thumbnail
Name:
TETDEDXBradley-temple-0225E-12 ...
Size:
1.311Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record