Improving student achievement through the use of interactive response systems

This study examined the use of interactive response systems and their effect on student achievement in a 6th grade elementary school mathematics class. The interactive response systems, or “clickers†, were used as a differentiation tool by identifying on a daily basis through the use of a Quick Check, a quiz provided by the adopted mathematics curriculum, which students grasped the concept and which students may need re-teaching. The sixth grade class utilizing the interactive response system was compared with a similar in demographic class which did not utilize interactive response systems to help differentiate. District Benchmark exam data and California State Testing data were used as a covariant and to analyze consequential differences in student achievement based on the use of the interactive response systems. Gender differences when using the interactive response systems were also explored using the same data set.