Date of Award
Open Access Dissertation
The purpose of this study was to determine if implementing student response technology (SRT) and case studies into a largely populated university undergraduate course would influence student engagement. When student engagement is influenced the potential for positive learning outcomes occurs leading to a higher likelihood of student success (Swap & Walter, 2015). Four research questions guided this study: How and to what extent does incorporating SRT and case studies in a largely populated undergraduate course at MSU influence: (1) student motivation; (2) cognitive, emotional, and behavioral engagement; (3) feedback; and (4) What are the effects of SRT and case studies on student learning with applications of leadership, strategic planning, partnership, and the importance of human capital?
Participants (n = 56) were students enrolled in a course at Michigan State University. The data for this study were collected from a pre-and-post quantitative survey and learning assessment, participant interviews, and a written reflective artifact. An SRT digital tool called Acadly was utilized to influence discussion during a four-week innovation. Participants were surveyed, interviewed (n = 8), and required to provide awritten reflection regarding their perceptions of Acadly and its influence on their motivation, engagement, feedback, and learning.
Results from paired-samples t-tests showed no significant difference statistically from presurvey to postsurvey on engagement. Wilcoxon Signed-Rank tests were performed on constructs of the learning assessment, and again, no statistical significance was found. However, participant interviews and artifacts identified perceptions of influence on motivation, engagement, and feedback.
Matteson, S. L.(2022). Mixed Methods Action Research: How Integrating Student Response Technology and Case Studies in a Largely Populated University Course Influences Student Engagement, Feedback, and Learning. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6961