Effects of i<Clickers in Third Grade Literacy Test Scores
Student testing scores always have room for improvement. I chose to test the i<clicker classroom response system based on a donation of the system from i<clickers sponsors. I used my own classroom as the testing room since I would be able to control the instruction as well as i<clicker usage. Since boys and girls do not test the same, nor do my classes have the same number of students, I compared the initial testing data from a diagnostic reading exam done during the first week of school and match up each student from Classroom A with a student from Classroom B with a similar initial testing score. I will also try to match the student up with the same racial and gender profile if possible.
Students will be given standardized tests each six weeks to determine the knowledge gained from the class as a whole, supplemented by the use of i<clickers in Classroom A and no i<clickers in Classroom B. The students have already done initial testing. All students from Classroom A are being tracked and they are matched with a student of similar gender, race and initial testing score from Classroom B. Based on the final findings of the project, teachers will be given classroom response systems and training in how to use the device or the classroom response systems will be used as an engagement tool and not a primary source of technology in the classroom. I believe that the students in Classroom A will have higher test scores that those who do not use the i<clickers in Classroom B.
After reading several articles, discussions and attending the i>clickers conference last summer. I decided to look into using these tools in my classroom. There are many reasons to use a classroom response system but an article from Wilcir Cardoso (2010) really stuck with me because it discussed the many reasons that students liked using the classroom response system. Students like the systems because: they made classes more fun and rewarding, made lectures more involved and engaging, made students feel more at ease because of the anonymity of the system, gave students an idea of their ability to understand the discussion, gave students an idea of how they performed in relation to the rest of the class, allowed problems areas to be identified, and resulted in a modest but valuable perceived increase in the quality of learning and teaching. I wanted my students to be able to experience those great steps of growth and individual learning. I discussed the idea first with other like minded professionals at the i<clickers conference. I came back home and discussed the idea with several campus administrators and when I decided to move to third grade, I decided to test out my project and ideas to see if using these classroom response systems could really bring the students to a greater state of learning awareness.
The project was discussed with my principal and my district technology coordinator. Both agreed to the plan. Classroom response systems are not required as part of the curriculum nor do most teachers even use them. I sent home a letter to parents at the beginning of the school year describing the project. I have not involved any more staff in my research project since I am controlling the research situation.
Since my research project was based solely upon my classroom it was very easy to manage the responsibility delegation since it all fell to me. I recieved my i>clicker system as a donation from Ball State University in Indiana. Students used the i<clickers on average every two weeks throughout the school year with an emphasis on test review and preparation. Students learned the system and quickly taught other students as needed.
I knew that this project would be great for the students since it would encourage them by competition. Many times the class would be rewarded for percentage goals or for individual achievement. I used the pre-test data to group the students based on initial test scores, gender and race. I wanted to keep the students on as equal footing as possible thus including the gender and racial standard. The testing was grade level wide based on the skills learning in that testing period as well as review of other skills. I included not only reading testing but also language testing in my review of results since I found that I used the system for both testing situations. There were no conflicts or problems using the classroom response systems. The student quickly picked up the classroom response system and how to use it. I communicated scores back to the students by discussing group percentages. Very rarely did I actually go into individual student scores unless there was a particular concern. Based on the results for the reviews, I was able to pinpoint students who needed to meet in small group to review skills.
My research project helps students by addressing their needs in a easy to read and categorize manner for instructors. Instructors are easily able to see exactly what skills need to be readdressed and made for better student learning and understanding. This improves learning for all students regardless of background.
- Cardoso, W. (2010). Clickers in the ESL classroom: The students’ perspective. Contact, 36(2).
