| dc.contributor |
Jim Flowers, Committee Member |
|
| dc.contributor |
Gary Moore, Committee Co-Chair |
|
| dc.contributor |
George Bostick, Committee Member |
|
| dc.contributor |
Barry Croom, Committee Co-Chair |
|
| dc.creator |
Conoley, John William |
|
| dc.date |
2010-04-02T19:14:24Z |
|
| dc.date |
2010-04-02T19:14:24Z |
|
| dc.date |
2005-09-06 |
|
| dc.date.accessioned |
2023-02-28T17:07:55Z |
|
| dc.date.available |
2023-02-28T17:07:55Z |
|
| dc.identifier |
etd-09022005-121637 |
|
| dc.identifier |
http://www.lib.ncsu.edu/resolver/1840.16/5468 |
|
| dc.identifier.uri |
http://localhost:8080/xmlui/handle/CUHPOERS/265607 |
|
| dc.description |
The purpose of this research was to ascertain the impacts of an audience response system on student achievement. Audience response systems are a group of developing technologies that have been adapted for use in classrooms, as a tool for providing feedback. A group of high school students, enrolled in an agriscience applications course, were examined to discover differences in achievement. Teachers integrated the audience response system into the classroom and students' tests scores were examined comparing the technology-based feedback methods with the verbal and written response-contingent feedback methods. Both student and teacher attitudes were examined to determine perceived impacts of the audience response system.
The results of the study showed a significant increase in student achievement when integrating an audience response system. Some of the impacts of the audience response system, as perceived by students were a more fun classroom environment, an increase in participation, and an enhanced ability to understand the material presented. Impacts of the audience response system, as perceived by the teachers included an improved ability to analyze feedback from students, an increased focus on student learning needs, and spending more time in preparation for each class.
The conclusions drawn from the results of this study show that audience response systems are a promising, developing technology for improving student achievement and positively impacting the classroom environment. |
|
| dc.rights |
I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
|
| dc.subject |
CPS |
|
| dc.subject |
instructional technology |
|
| dc.subject |
agriscience applications |
|
| dc.subject |
audience response system |
|
| dc.subject |
agricultural education |
|
| dc.title |
Impacts of an Audience Response System on High School Agriscience Applications Courses |
|