How personal response systems promote active learning in mathematics in secondary education

Abstract

This study describes an initiative in a mathematics classroom where PRS technology was used to support in-class discussion and evaluation with students. The purpose of this study is to examine the factors that influence secondary school students' acceptance PRS integration in the classroom. The study examines the effects of Unified Theory of Acceptance and Use of Technology (UTAUT) variables on secondary school students' acceptance. The following research question is addressed: Do the UTAUT variables (performance expectancy, effort expectancy, social influence, perceived playfulness, anxiety, behavioural intentions) influence secondary school students' acceptance of PRS integration? Participants included 61 secondary school students. The quantitative component of this research utilized a 56-item survey examining students' perception and acceptance of PRS use. The qualitative component involved focus group discussion with a random sample of surveyed students. Students are also observed to see their use of PRSs in class. Students provided positive feedback regarding the use of PRSs. Students requested the increase in use because they felt the use of PRSs supported and improved their classroom learning. They also enjoyed the peer discussions that instructors facilitated with regard to the use of clickers.