Associate Professor of Biochemistry, Abilene Christian University
In five studies, use of student handheld response systems in science classrooms has been studied to elucidate their effect on student learning. All studies were conducted in two sections of university level courses where one section served as a control and the other was treated. The study design was quasi-experimental using switching treatments with replication. Pre- and post- attitudinal surveys were administered to all students. The students' university GPA and ACT scores were examined to determine the equivalency of the groups. The quiz and exam scores were analyzed to determine if there was a significant difference in achievement.