# The Impact of Classroom Performance System Technology upon Student Motivation and Achievement in 11th Grade Advanced Algebra Classrooms

## Location

Atrium

## Session Format

Poster Presentation

## Research Area Topic:

Education & Learning - Curriculum & Instruction

## Co-Presenters and Faculty Mentors or Advisors

Dr. Gregory Chamblee - Faculty Advisor

Department of Teaching and Learning

Georgia Southern University

P.O. Box 8134

Statesboro, GA 30460-8134

## Abstract

Given the implementation of classroom performance system (CPS) in teaching and learning has many positive benefits, current literature indicates that the results vary at different levels of instruction as to whether or not the implementation of CPS technology actually affects student achievement or is only perceived to affect student achievement in mathematics. Since much of the research has been conducted on CPS technology at the postsecondary level in different content areas, a gap in the research indicates the need to examine the impact of CPS implementation in the K-12 mathematics setting. The main purpose of this current study is to attempt to examine the impact of CPS-based instruction on student motivation and achievement in the 11th grade Advanced Algebra classrooms. The researcher employed two designs to address two research questions for this particular study. This quasi-experimental non-equivalent control group study compared the math achievement of 60 11^{th} grade Advanced Algebra students who received CPS-based instruction to 60 11^{th} grade Advanced Algebra students who received non-CPS-based math instruction. Posttest scores from the common unit assessment were statistically analyzed using an ANCOVA test. The previous year End of Course Test scores were used as a covariate. A statistic control group design was employed to examine student motivation for the same group of students under the same conditions. Student motivation data from the pre- and post-Instructional Materials Motivation Survey (IMMS) were statistically analyzed using ANCOVA test for each of the four categories of the survey. I expect to find that the mathematics classrooms with the implementation of CPS technology will positively impact upon student motivation and achievement. In other words, students in the CPS-based instruction will perform better than those who receive non-CPS based mathematics-teaching method with lectures. Students in the CPS-based classrooms will be more motivated than those who receive non-CPS based mathematics-teaching method. If this expectation holds true, the participants will benefit personally and academically with the integration of technology in the discourse of teaching and learning mathematics. The results may also provide classroom teachers and district personnel with valuable evidence about the effectiveness of classroom performance systems on student motivation and achievement in mathematics classroom. This is extremely important as mathematics teachers face the challenges of interactively and actively engaging students in the discourse of learning. Should the experimental groups experience improved outcomes through the use of CPS; the researcher will be encouraged to incorporate CPS into instruction in all Advanced Algebra classes in the next school year. Furthermore, the researcher will encourage other teachers on the 11^{th} grade Advanced Algebra team to incorporate the implementation of CPS into daily lessons. Collectively, a new methodology approach can be drawn out for future research to examine the impact of CPS among different mathematics classes with different teachers.

## Keywords

Clickers, Technology, Mathematics, Education, Teaching and learning, Secondary mathematics, Motivation

## Presentation Type and Release Option

Presentation (Open Access)

## Start Date

4-24-2015 2:45 PM

## End Date

4-24-2015 4:00 PM

## Recommended Citation

Nguyen-Quan, Michael Kiemhung, "The Impact of Classroom Performance System Technology upon Student Motivation and Achievement in 11th Grade Advanced Algebra Classrooms" (2015). *GS4 Georgia Southern Student Scholars Symposium*. 126.

https://digitalcommons.georgiasouthern.edu/research_symposium/2015/2015/126

The Impact of Classroom Performance System Technology upon Student Motivation and Achievement in 11th Grade Advanced Algebra Classrooms

Atrium

Given the implementation of classroom performance system (CPS) in teaching and learning has many positive benefits, current literature indicates that the results vary at different levels of instruction as to whether or not the implementation of CPS technology actually affects student achievement or is only perceived to affect student achievement in mathematics. Since much of the research has been conducted on CPS technology at the postsecondary level in different content areas, a gap in the research indicates the need to examine the impact of CPS implementation in the K-12 mathematics setting. The main purpose of this current study is to attempt to examine the impact of CPS-based instruction on student motivation and achievement in the 11th grade Advanced Algebra classrooms. The researcher employed two designs to address two research questions for this particular study. This quasi-experimental non-equivalent control group study compared the math achievement of 60 11^{th} grade Advanced Algebra students who received CPS-based instruction to 60 11^{th} grade Advanced Algebra students who received non-CPS-based math instruction. Posttest scores from the common unit assessment were statistically analyzed using an ANCOVA test. The previous year End of Course Test scores were used as a covariate. A statistic control group design was employed to examine student motivation for the same group of students under the same conditions. Student motivation data from the pre- and post-Instructional Materials Motivation Survey (IMMS) were statistically analyzed using ANCOVA test for each of the four categories of the survey. I expect to find that the mathematics classrooms with the implementation of CPS technology will positively impact upon student motivation and achievement. In other words, students in the CPS-based instruction will perform better than those who receive non-CPS based mathematics-teaching method with lectures. Students in the CPS-based classrooms will be more motivated than those who receive non-CPS based mathematics-teaching method. If this expectation holds true, the participants will benefit personally and academically with the integration of technology in the discourse of teaching and learning mathematics. The results may also provide classroom teachers and district personnel with valuable evidence about the effectiveness of classroom performance systems on student motivation and achievement in mathematics classroom. This is extremely important as mathematics teachers face the challenges of interactively and actively engaging students in the discourse of learning. Should the experimental groups experience improved outcomes through the use of CPS; the researcher will be encouraged to incorporate CPS into instruction in all Advanced Algebra classes in the next school year. Furthermore, the researcher will encourage other teachers on the 11^{th} grade Advanced Algebra team to incorporate the implementation of CPS into daily lessons. Collectively, a new methodology approach can be drawn out for future research to examine the impact of CPS among different mathematics classes with different teachers.