Graduation Year
2016
Document Type
Thesis
Degree
M.A.
Degree Name
Master of Arts (M.A.)
Degree Granting Department
Child and Family Studies
Major Professor
Kwang-Sun Cho Blair, Ph.D.
Committee Member
Heather Peshak-George, Ph.D.
Committee Member
Rose Iovannone, Ph.D.
Committee Member
Kimberly Crosland, Ph.D.
Keywords
response cards, student response systems, class-wide intervention, classroom management
Abstract
This study examined the relative impact of two different question types (multiple choice and short answer) on individual student behavior when using response cards and the potential role of teacher preference as it pertained to question type. Using an alternating treatments design across participants, the study focused on identifying the type of question that was more effective in reducing disruptive behavior and increasing academic engagement and correct response when using response cards and investigated whether implementation of teacher preferred question type enhanced student behavioral outcomes. The results indicated that response cards effectively decreased disruptive behavior and increased academic engagement and correct responses in all four participating students. However, changes in the students’ behavior and performance did not differ between question types. The results also indicated that implementation of the teacher preferred question type further decreased disruptive behavior across students.
Scholar Commons Citation
Cassell, Elizabeth Anne, "The Impact of Question Type on Student Behavior in Using Response Cards: The Role of Teacher Preference" (2016). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/6203
