Using Classroom Response Systems in a Tenth Grade High School Geometry Classroom in a Suburban School District

Abstract

This project will investigate the ways in which the classroom response system (CRS) affects student learning and attitude during instruction. Comparisons of unit test scores for students who used the CRS and for students who did not use the CRS were compared. Surveys were administered to students in regards to their experiences in using the CRS. Thirty - nine students from two tenth grade geometry classes were participants in this study. It was reported at the end of the study that test scores increased significantly when the CRS was used. The CRS also increased levels of interest and participation. Implications for teaching and further research are discussed.