Student response systems in the elementary classroom: assessing the effectiveness of formative feedback

This study investigated the impact that student response systems may have on mathematics achievement in third grade classes at a school in California’s Central Valley. Teachers are often seeking ways in which to check students’ understanding during a lesson, and use of “clickers” is gaining interest among K-12 teachers as a tool that can provide timely feedback on instruction and help facilitate the learning process. This study compared two third grade classes’ results on math chapter tests when one class used clickers during the lessons and the other class did not. The results did not support that clickers made a difference when it came to student learning as measured by the two third grade math chapter tests that were part of this study.