The Impact of Clickers as Motivational Intervention to Self Confidence &
      Class Participation of Students with ADHD i...
OBJECTIVE

To examine and investigate the impact of students
response system (SRS)/clicker as motivational
intervention to...
Research Questions

• How ARCS model approach can be used to measure the
  impact of clickers to students with ADHD in the...
Students with ADHD (Attention Deficit
       Hyperactivity Disorder)

          Special Nature




           Challenges
Why is it important?
“Teachers…what’s next? What can we do ?”



• Medication intervention

• Classroom intervention
Why Technology?




Fitzgerald (1994)
Why Student Response System (SRS)/Clicker
              (previous findings)

• Stimulates active learning
• Greater activi...
More Context-Specific Questions


• Will clicker also be potential in the
  special education setting?


• Can clicker mak...
Study - Methodology
Context: Special education – Alexander Middle School,
  Albany Ohio
Sample: 17 students and 1 teacher
...
Classroom Experimentation & Observation Mapping:
Day 1 (Pretest)
  Teaching (Humidity unit 1)
  Video taping part 1
  Clas...
FINDINGS 1 - (ONLINE-BASED SURVEY/17 STUDENTS)

1.   Total increasing of likeliness to learn math (47% to 100%) R
2.  Decr...
ARCS ELEMENTS IN THE FINDINGS 1
Attention (A): 3,7,9,13   capturing, stimulating
  and maintaining interest and attention
...
Student’ response of the impact of clickers in learning
                        math
       18

       16

       14

    ...
Teacher’s perspective correlated to findings 1
What were decreased /mitigated/and
 minimized:
 Fear
 Hesitance
 Embarrassm...
The impact of clickers to students’ behavioral
Student's behavioral changes from Teacher's perspective        changes from...
FINDINGS 2 – CLASSROOM OBSERVATION &
               EXPERIMENTATION
(CLASSROOM OBSERVATION RUBRIC, VIDEO TAPING, VERBAL EV...
CONCLUSION
How ARCS Model approach can be used to measure the impact of
  clicker to students with ADHD in special educati...
What have I learned?

Learner’s characteristics

Setting characteristics

Instructional strategies & activities

Motivation
Thank you
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Wini's Presentation on Clicker Project

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Wini's Presentation on Clicker Project

  1. 1. The Impact of Clickers as Motivational Intervention to Self Confidence & Class Participation of Students with ADHD in learning math A case study of clicker in the special education classroom Alexander Middle School, Albany – OH Pratiwi Wini Artati - EDCT 605
  2. 2. OBJECTIVE To examine and investigate the impact of students response system (SRS)/clicker as motivational intervention toward self confidence and class participation of students with ADHD in learning math What is to tie? •Students with ADHD (Attention Deficit and Hyperactivity Disorder) •ARCS Model approach (Attention-Relevance- Confidence-Satisfaction) •Clickers as motivational and technology intervention (Classroom Performance System) in Special Education Setting
  3. 3. Research Questions • How ARCS model approach can be used to measure the impact of clickers to students with ADHD in the special education setting? • What are the impacts of using clickers in the classroom and how important it can be to self confidence and class participation of students with ADHD in learning math? • What kind of motivational issues of students with ADHD that can be addressed by the use of clickers in learning math • Are the impacts positive and beneficial to students with ADHD?
  4. 4. Students with ADHD (Attention Deficit Hyperactivity Disorder) Special Nature Challenges
  5. 5. Why is it important?
  6. 6. “Teachers…what’s next? What can we do ?” • Medication intervention • Classroom intervention
  7. 7. Why Technology? Fitzgerald (1994)
  8. 8. Why Student Response System (SRS)/Clicker (previous findings) • Stimulates active learning • Greater activity, cooperation, conceptual application (histogram) • Clearer understanding in knowledge/information scaffolding (Concept Test) • Improve interaction • Minimize anxiety • More engaging • Equal involvement and feedback • Greater equity of instruction • Stay focus • Alleviate boredom and passivity
  9. 9. More Context-Specific Questions • Will clicker also be potential in the special education setting? • Can clicker make students with ADHD more confident and more active?
  10. 10. Study - Methodology Context: Special education – Alexander Middle School, Albany Ohio Sample: 17 students and 1 teacher Subject taught: Measurement in Humidity (Unit 1 & 2) Research instruments: classroom experimentation design classroom observation rubric online survey for students and teachers (20 synchronous questions) online questionnaire for teacher (7 questions) digital camera for video taping
  11. 11. Classroom Experimentation & Observation Mapping: Day 1 (Pretest) Teaching (Humidity unit 1) Video taping part 1 Classroom observation (observation rubric) Distributing student’s online survey (prior to using clicker) Have teacher fill in online survey (prior to using clicker) Day 2 (Posttest) Teaching (Humidity unit 2) Video Taping part 2 Classroom observation (observation rubric) Verbal evaluation Distributing student’s online survey (when/after using clicker) Have teacher fill in online survey & questionnaire (when/after using clicker)
  12. 12. FINDINGS 1 - (ONLINE-BASED SURVEY/17 STUDENTS) 1. Total increasing of likeliness to learn math (47% to 100%) R 2. Decreasing level of fear in answering questions (41% to 12%) C 3. Decreased level of longer pacing in answering questions (53% to 18%) A 4. Decreased level of hesitation in answering question (59% to 6%) C 5. Decreased level of embarrassment even when the answer is wrong (47% to 18%) C 6. Increased level of happiness in answering question (65% to 88%) S 7. Increased level of attention to subject and teacher (76% to 88% and 65% to 82%) A 8. Increased level of preference of having tests, quizzes, and tests with clickers (24% to 88%) R 9. Decreased level of sleepiness and laziness (71% to 12%) A 10. Increased level of wanting to learn math more (47% to 71%) R 11. Decreased level of frustration in learning math (41% to 6%) C 12. Increased level of understanding math concept (53% to 82%) S 13. Decreased level of fidgeting (53% to 12%) A 14. Increased level of self significance (29% to 53%) S 15. A total alienation level of tiredness (41% to 100%) S
  13. 13. ARCS ELEMENTS IN THE FINDINGS 1 Attention (A): 3,7,9,13 capturing, stimulating and maintaining interest and attention Relevance (R): 1,8,10 meeting, providing, and tying learners needs with appropriate experiences that influence motivation Confidence (C): 2,4,5,11 building, enhancing, and supporting learners with positive expectation and beliefs for success Satisfaction (S): 6,12,14,15 providing, and assisting learners with meaningful opportunities and reinforcement for success
  14. 14. Student’ response of the impact of clickers in learning math 18 16 14 12 10 8 6 4 2 0 Prior To the use of clickers (PreTest) When/After Using Clickers (PostTest)
  15. 15. Teacher’s perspective correlated to findings 1 What were decreased /mitigated/and minimized: Fear Hesitance Embarrassment Laziness Sleepiness Tiredness/fatigue Fidgeting What were improved/increased: Focus & attention Feeling to be questioned more/eagerness Preference to learn math more
  16. 16. The impact of clickers to students’ behavioral Student's behavioral changes from Teacher's perspective changes from teacher’s perspective 1 0.8 0.6 0.4 0.2 0 Prior to using clickers (PreTest) When/After using clickers (PostTest)
  17. 17. FINDINGS 2 – CLASSROOM OBSERVATION & EXPERIMENTATION (CLASSROOM OBSERVATION RUBRIC, VIDEO TAPING, VERBAL EVALUATION) Significance change in students’ pacing of answering question Pretest = longer, passive, quieter Posttest= faster, active, more reactive Verbal evaluation: Using clicker is fun, more economical, and ecological (Pro) Using clicker is time consuming and prone to cheating (Con) Teacher’s Online-Based Questionnaire: 1. Assessment 2. Solidify concepts 3. Game-like approach
  18. 18. CONCLUSION How ARCS Model approach can be used to measure the impact of clicker to students with ADHD in special education setting? The motivational elements of ARCS model approach are significantly evident (A+R class participation; C+S self confidence What are the impacts of using clicker in the classroom and how important it can be to self confidence and class participation of students with ADHD in learning math? The impacts of using clicker is effective and positive What issues of students with ADHD that can be addressed by the use of clicker as motivational intervention in learning math? Hyperactivity, distractibility, and impulsivity are successfully mitigated positive impact to improve self confidence and class participation Are the impacts positive and beneficial to students with ADHD? Yes they are.
  19. 19. What have I learned? Learner’s characteristics Setting characteristics Instructional strategies & activities Motivation
  20. 20. Thank you

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