Effects of classroom response system on the achievement and knowledge retention of the students in mathematics

Abstract

Classroom Response System (CRS) is a promising educational tool that can create an interactive learning space. In high school, less is known about its impact on learning mathematics. Most studies on the integration of CRS in teaching and learning use internet-dependent tool. This paper aimed to determine the effectiveness of the CRS that uses Bluetooth technology in improving the mathematics achievement and knowledge retention of the students. A quasi-experimental design and longitudinal study with post-test and delayed post-test was employed in this study. The assessment and re-administered assessment results of the CRS and Traditional Classroom Instruction (TCI) groups were compared. Data were analyzed using an independent sample t-test and Welch t-test, and the Mean Percentage Scores (MPS) were calculated to determine the achievement level. Findings revealed that there was a significant difference between the assessment of the CRS and the TCI groups. Moreover, the re-administered assessment results suggest that students exposed to CRS have better knowledge retention compared to the TCI. Furthermore, the MPS showed that CRS exhibited higher mastery level of the learning competencies over the TCI group. This study provides valuable insights into the integration of CRS in mathematics teaching and its consequential effect on achievement and retention.

Keywords:

• Blicker
• classroom response system
• mathematics achievement
• mean percentage score
• retention skills

REVIEWING EDITOR:

• Shuyan Wang
• The University of Southern Mississippi
• United States

SUBJECT:

• Mathematics Education
• ICT
• Secondary Education
• Classroom Practice

Acknowledgments

The authors would like to express their profound gratitude to the Western Mindanao State University (WMSU) – College of Science and Mathematics, the Ministry of Basic, Higher, and Technical Education (MBHTE) - Basilan, and Tairan National High School for the support given throughout the conduct of this research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are openly available in Zenodo at https://doi.org/10.5281/zenodo.7852444.

Additional information

Notes on contributors

Jayson Virtucio Alviar

Jayson Virtucio Alviar is currently a PhD student in mathematics education at the University of the Philippines Open University. He earned his bachelor’s and master’s degrees in mathematics education at Western Mindanao State University in 2016 and 2022, respectively. At present, he serves as the Division Mathematics Coordinator for secondary at the Ministry of Basic, Higher, and Technical Education (MBHTE) – Basilan Schools Division and concurrently holds the position of Senior High School and Research Coordinator at Tairan National High School. His research interests include technology-enhanced mathematics teaching, philosophy, theory, and history of mathematics education.

Anabel Enriquez Gamorez

Anabel Enriquez Gamorez is an Assistant Professor at the Department of Mathematics and Statistics at Western Mindanao State University. She earned her Master of Applied Statistics (MAS) and PhD degree in Mathematics at Mindanao State University – Iligan Institute of Technology (MSU-IIT) in year 2014 and 2020, respectively. Her research interests include graph theory, topology, applied and pure mathematics, and current trends in mathematics education.