This document describes a case study examining the impact of clickers (student response systems) on the self-confidence and class participation of students with ADHD in a math class. Surveys of 17 students and their teacher found that using clickers increased students' attention, relevance, confidence and satisfaction based on the ARCS model of motivation. Specifically, clickers decreased students' fear, hesitation and embarrassment, while increasing their happiness, attention, understanding and self-significance. Observational data also showed students answering questions faster and more actively with clickers. The teacher reported clickers decreased students' laziness and improved their focus. Overall, the study found clickers had positive impacts on the motivational issues and behavioral challenges of students with

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. 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. 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. Students with ADHD (Attention Deficit
Hyperactivity Disorder)
Special Nature
Challenges

5. Why is it important?

6. “Teachers…what’s next? What can we do ?”
• Medication intervention
• Classroom intervention

7. Why Technology?
Fitzgerald (1994)

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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. What have I learned?
Learner’s characteristics
Setting characteristics
Instructional strategies & activities
Motivation

20. Thank you