The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology
Source: Journal of Research on Technology in Education, Volume 41, Number 2, Winter 2008
This research compares a behaviorally based approach for using electronic student response system (SRS) technology with a metacognitive-oriented approach to determine effects on attendance, preparation for class, and achievement. Also examined are the interaction effects of pedagogical approach with self-regulatory and motivational characteristics of students. MANOVA analyses of pretest, posttest, attitudinal, and attendance data revealed no significant difference between approaches on achievement.
A main effect was found for self-regulation level and achievement, as well as for goal orientation and class reparation/attendance. Other findings are that students in the operant conditioning group were significantly more likely to be anxious when using SRS but were more motivated to prepare for and attend class than the metacognitive group.
Finally, type of pedagogy and self-regulation level also interacted significantly on the achievement measure, with highly self-regulated students in the metacognitive group outperforming students with low self-regulatory skills.