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

References

• Aljaloud, A., Gromik, N., Billingsley, W., & Kwan, P. W. (2015). Research trends in student response systems: A literature review. International journal of learning technology, 314–323. https://doi.org/10.1504/IJLT.2015.074073
   Google Scholar
• Anderson, H. M., (2006). Dale’s cone of experience. https://www.queensu.ca/teachingandlearning/modules/active/documents/Dales_Cone_of_Experience_summary.pdf
   Google Scholar
• Baako, I., & Abroampa, W. (2023). Research trends on ICT integration in Education: A bibliometric analysis. Cogent Education, 10(2), 1–21. https://doi.org/10.1080/2331186X.2023.2281162
   Web of Science ®Google Scholar
• Bluman, A. G. (2012). Elementary statistics: A step by step approach (8th ed.). McGraw-Hill.
   Google Scholar
• Caldwell, J. E. (2007). Clickers in the large classroom: Current research and best-practice tips. CBE Life Sciences Education, 6(1), 9–20. https://doi.org/10.1187/cbe.06-12-0205
   PubMedGoogle Scholar
• Cantero-Chinchilla, F. N., Díaz-Martín, C., García-Marín, A. P., & Estévez, J. (2020). Innovative student response system methodologies for civil engineering practical lectures. Technology, Knowledge and Learning, 25(4), 835–852. Retrieved from https://doi.org/10.1007/s10758-019-09410-z
   Web of Science ®Google Scholar
• Christopoulos, A., & Sprangers, P. (2021). Integration of educational technology during the Covid-19 pandemic: An analysis of teacher and student receptions. Cogent Education, 8(1), 1–27. Retrieved from https://doi.org/10.1080/2331186X.2021.1964690
   Web of Science ®Google Scholar
• Cook, T., & Campbell, D. (1979). Quasi-experimentation: Design & analysis issues in field settings. Houghton Mifflin.
   Google Scholar
• Cresswell, J. W., & Cresswell, J. D. (2018). Research designs: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications Inc.
   Google Scholar
• de Winter, J. (2019). Using the Student’s t-test with extremely small sample sizes. Practical Assessment, Research, and Evaluation, 18(1), 1–12. https://doi.org/10.7275/e4r6-dj05
   Google Scholar
• Deal, A. (2007). A teaching with technology white paper, 2–10. https://www.cmu.edu/teaching/technology/whitepapers/Podcasting_Jun07.pdf
   Google Scholar
• Delacre, M., Lakens, D., & Leys, C. (2017). Why psychologists should by default use Welch’s t-test instead of student’s t-test. International Review of Social Psychology, 30(1), 92–101. https://doi.org/10.5334/irsp.82
   Web of Science ®Google Scholar
• DepEd Memorandum no. 160 series of 2012. (2012). Maximizing utilization of the national achievement test (NAT) results to raise the achievement levels of low perfroaming schools. http://depedbohol.org/v2/wp-content/uploads/2012/10/DM-No.-314-s.-2012.pdf
   Google Scholar
• Doucet, M., Vrins, A., & Harvey, D. (2009). Effect of using an audience response system on learning environment, motivation and long-term retention, during case-discussions in a large group of undergraduate veterinary clinical pharmacology students. Medical Teacher, 31(12), e570–e579. https://doi.org/10.3109/01421590903193539
   PubMed Web of Science ®Google Scholar
• Firsing, S. L., III, Yannessa, J. F., McGough, F. A. D., Delport, J., Po, M. C., & Brown, K. (2017). Millennial student preference of audience response system technology. Pedagogy in Health Promotion, 4(1), 4–9. Retrieved from https://doi.org/10.1177/2373379917698163
   Google Scholar
• Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based learning. All Thesis and Dissertation, 121, 1–63. https://dune.une.edu/theses/121
   Google Scholar
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415. https://doi.org/10.1073/pnas.131903011
   PubMed Web of Science ®Google Scholar
• Garcia-Lopez, E., & Garcia-Cabot, A. (2022). Implications of using classroom response system (CRS) on learning performance: An experience of learning analytics. Computer Applications in Engineering Education, 30(4), 1161–1174. https://doi.org/10.1002/cae.22512
   Web of Science ®Google Scholar
• Gustafsson, P., & Ryve, A. (2022). Developing design principles and task type for classroom response system tasks in mathematics. International Journal of Mathematical Education in Science and Technology, 53(11), 3044–3065. https://doi.org/10.1080/0020739X.2021.1931514
   Web of Science ®Google Scholar
• Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). May). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
   Google Scholar
• Hammil, L. (2011). Utilizing student response system in a high school mathematics class. College of Education MSE-PD Capstone Projects, pp. 33–35. http://digital.library.wisc.edu/1793/53436
   Google Scholar
• Hassidov, D. (2017). The link between teaching methods and achievement in math in computer-assisted elementary schools. Creative Education, 08(14), 2293–2311. https://doi.org/10.4236/ce.2017.814157
   Google Scholar
• Herrada, R. I., Baños, R., & Alcayde, A. (2020). Student response systems: A multidisciplinary analysis using visual analytics. Education Sciences, 10(12), 348. https://doi.org/10.3390/educsci10120348
   Web of Science ®Google Scholar
• Higgins, K., Huscroft-D’Angelo, J., & Crawford, L. (2019). Effects of technology in mathematics on achievement, motivation, and attitude: A meta-analysis. Journal of Educational Computing Research, 57(2), 283–319. https://doi.org/10.1177/0735633117748416
   Web of Science ®Google Scholar
• Homewood, D., Scales, A., Stirling, A., Petrie, R., Reynen, A., & Herbert, J. (2008-2009). Using clickers in math. Avon Maitland DSB Collaborative Inquiry, 1–7.
   Google Scholar
• Institute for Digital Research and Education Statistical Consulting. (2020). https://stats.idre.ucla.edu/spss/faq/what-does-cronbachs-alpha-mean/#:∼:text=The%20alpha%20coefficient%20for%20the,most%20social%20science%20research%20situations
   Google Scholar
• Interactive Studio. (2016). Interactive. Studio. http://www.theinteractivestudio.com/blicker/
   Google Scholar
• Kholid, M. N., Hendriyanto, A., Sahara, S., Muhaimin, L. H., Juandi, D., Sujadi, I., Kuncoro, K. S., & Adnan, M. (2023). A systematic literature review of Technological, Pedagogical and Content Knowledge (TPACK) in mathematics education: Future challenges for educational practice and research. Cogent Education, 10(2), 1–18. https://doi.org/10.1080/2331186X.2023.2269047
   Web of Science ®Google Scholar
• Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. In Proceedings of the 9th International Balkan Education and Science Conference, Edirne, Turkey, 16-18 October. p. 679–684.
   Google Scholar
• Kohn, A. (1999). What works better than traditional math instruction: Why the basics just don’t add up. https://www.alfiekohn.org/article/works-better-traditional-math-instruction/
   Google Scholar
• Kozanitis, A., & Nenciovici, L. (2022). Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: A meta-analysis. Higher Education, 86(6), 1377–1394. https://doi.org/10.1007/s10734-022-00977-8
   Web of Science ®Google Scholar
• Lindsey, R. V., Shroyer, J. D., Pashler, H., & Mozer, M. C. (2014). Improving students’ long-term knowledge retention through personalized review. Psychological Science, 25(3), 639–647. https://doi.org/10.1177/0956797613504302
   PubMed Web of Science ®Google Scholar
• Liu, W. C., & Stengel, D. N. (2011). Improving student retention and performance in quantitative courses using clickers. International Journal for Technology in Mathematics Education, 18(1), 51–58. http://www.tech.plym.ac.uk/research/mathematics_education/field%20of%20work/IJTME/volume%2018/number_one.htm
   Google Scholar
• Manuel, A. K. (2015). The effects of immediate feedback using a student response system on math achievement of eleventh grade students [Doctoral dissertation]. Mercer University. https://ursa.mercer.edu/bitstream/handle/10898/11818/3662754_1.pdf?sequence=7
   Google Scholar
• McCumiskey, M. A. (2010). Using classroom response systems in a tenth grade high school geometry classroom in a suburban school district. Education and Human Development Master’s Theses, 1–48. http://hdl.handle.net/20.500.12648/5465
   Google Scholar
• Mula, J. M., & Kavanagh, M. (2009). lick go the students, click-click-click: The efficacy of a student response system for engaging students to improve feedback and performance. E-Journal of Business Education & Scholarship of Teaching, 3(1), 1–17. https://link.gale.com/apps/doc/A202439378/AONE?u=anon∼3e84e26b&sid=googleScholar&xid=c400f684
   Google Scholar
• Nagel, D. (2009). Study ties student achievement to technology integration. https://thejournal.com/: https://thejournal.com/articles/2009/04/02/study-ties-student-achievement-to-technology-integration.aspx
   Google Scholar
• Owen, H. E., & Licorish, S. A. (2020). Game-based student response system: The effectiveness of Kahoot! on junior and senior information science students’ learning. Journal of Information Technology Education: Research, 19, 511–533. https://doi.org/10.28945/4608
   Web of Science ®Google Scholar
• Poçan, S., Altay, B., & Yaşaroğlu, C. (2023). The Effects of mobile technology on learning performance and motivation in mathematics education. Education and Information Technologies, 28(1), 683–712. https://doi.org/10.1007/s10639-022-11166-6
   PubMed Web of Science ®Google Scholar
• Poulis, J., Massen, C., Robens, E., & Gilbert, G. (1998). Physics lecturing with audience paced feedback. American Journal of Physics, 66(5), 439–441. https://doi.org/10.1119/1.18883
   Web of Science ®Google Scholar
• Pradhan, A., Sparano, D., & Ananth, C. V. (2005). The influence of an audience response system on knowledge retention: An application to resident education. American Journal of Obstetrics and Gynecology, 193(5), 1827–1830. https://doi.org/10.1016/j.ajog.2005.07.075
   PubMed Web of Science ®Google Scholar
• Premkumar, K., & Coupal, C. (2008). Rules of engagement–12 tips for successful use of “clickers” in the classroom. Medical Teacher, 30(2), 146–149. https://doi.org/10.1080/01421590801965111
   PubMed Web of Science ®Google Scholar
• Curto Prieto, M., Orcos Palma, L., Blázquez Tobías, P., & León, F. (2019). Student assessment of the use of Kahoot in the learning process of science and mathematics. Education Sciences, 9(1), 55. https://doi.org/10.3390/educsci9010055
   Web of Science ®Google Scholar
• Radosevich, D. J., Salomon, R. M., Radosevich, D., & Kahn, P. (2008). Using student response systems to increase motivation, learning, and knowledge retention. Innovate: Journal of Online Education, 5(1), 1–8. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1035&context=innovate
   Google Scholar
• Rosen, L. D. (2011). Teaching the iGeneration. Educational Leadership, 68(5), 1–5.
   Web of Science ®Google Scholar
• Saleh, H., Nurdyansyah, N., Hasanah, F. N., Rudyanto, H. E., & Mu’alimin, M. (2019). Application of Classroom Response Systems (CRS):Study to measure student learning outcome. International Journal of Emerging Technologies in Learning (iJET), 14(14), 132–142. https://doi.org/10.3991/ijet.v14i14.10506
   Web of Science ®Google Scholar
• Shaffer, D., & Collura, M. (2009). Evaluating the effectiveness of a personal response system in the classroom. Teaching of Psychology, 36(4), 273–277. https://doi.org/10.1080/00986280903175749
   Web of Science ®Google Scholar
• Shaikh, B., & Algannawar, A. (2018). Active learning strategies in classroom using ICT tool. Aarhat Multidisciplinary International Education Research Journal (AMIERJ), VI(1), 89–95. https://mitacsc.ac.in/naac-ssr/criteria-3/3.3.2/34.pdf
   Google Scholar
• Shapiro, A. M., Sims-Knight, J., O'Rielly, G. V., Capaldo, P., Pedlow, T., Gordon, L., & Monteiro, K. (2017). Clickers can promote fact retention but impede conceptual understanding: The effect of the interaction between clicker use and pedagogy on learning. Computers & Education, 111, 44–59. https://doi.org/10.1016/j.compedu.2017.03.017
   Web of Science ®Google Scholar
• Simkus, J. (2023).Convenience sampling: Definition, method and examples. Simply Psychology. https://www.simplypsychology.org/convenience-sampling.html
   Google Scholar
• Sitthiworachart, J., Joy, M., King, E., Sinclair, J., & Foss, J. (2022). Technology-supported active learning in a flexible teaching space. Education Sciences, 12(9), 634. https://doi.org/10.3390/educsci12090634
   Web of Science ®Google Scholar
• Stowell, J. R., & Nelson, J. M. (2007). Benefits of electronic audience response system on student participation, learning, and emotion. Teaching of Psychology, 34(4), 253–258. https://doi.org/10.1080/00986280701700391
   Web of Science ®Google Scholar
• Tan, S. (2016). Blicker App. www.theinteractivestudio.com/blicker/
   Google Scholar
• Turan, Z., & Meral, E. (2018). Game-based versus to non-game-based: The Impact of student response systems on students’achievements, engagements and test anxieties. Informatics in Education, 17(1), 105–116. https://doi.org/10.15388/infedu.2018.07
   Web of Science ®Google Scholar
• Wang, Y., Chung, C.-J., & Yang, L. (2014). Using clickers to enhance student learning in mathematics. International Education Studies, 7(10), 1–12. https://doi.org/10.5539/ies.v7n10p1
   Google Scholar
• Wang, A. I., & Tahir, R. (2020). January 31). The effect of using Kahoot! for learning – A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
   Web of Science ®Google Scholar
• Watkins, A. (2019). Ausmed. Ausmed. https://www.ausmed.com/cpd/articles/knowledge-retention#:∼:text=Knowledge%20retention%2C%20or%20knowledge%20management,term%20to%20long-term%20memory.
   Google Scholar
• Wood, W. B. (2004). Clickers: A teaching gimmick that works. Developmental Cell, 7(6), 796–798. https://core.ac.uk/download/pdf/81113686.pdf https://doi.org/10.1016/S1534-5807(04)00414-9
   Google Scholar
• ZipGrade. (2021). ZipGrade. https://www.zipgrade.com/
   Google Scholar
• Zullo, H., Cline, K., Parker, M., Buckmire, R., George, J., Gurski, K., … Storm, C. (2011). Student surveys: What do they think? MAA notes: Teaching mathematics with classroom voting, 29–34. https://scholar.google.com/citations?view_op=view_citation&hl=en&user=c5Q8gc4AAAAJ&citation_for_view=c5Q8gc4AAAAJ:u-x6o8ySG0sC
   Google Scholar