Using Response Cards to Increase Student Participation in an Inclusive Classroom
DOI:
https://doi.org/10.31686/ijier.vol3.iss2.312Keywords:
response cards, student participation, students with disabilities, inclusionAbstract
One of the most challenging aspects facing educators today is ensuring academic success for all students in the classroom. Many teachers feel that increasing participation levels of students during instructional time afford students the best chance of academic success. This study analyzed the use of response cards in an eighth grade inclusion math classroom to increase student participation and academic achievement. An AB design study was used to collect data on five students who represented the classroom population of students with and without disabilities. Lesson materials were delivered under two conditions, hand-raising and write-on dry erase board response cards. Results indicated a significant increase in student participation and on-task behaviors during the response card phase. Scores on weekly quizzes and end of unit tests increased after review lessons were conducted with response cards. Recommendations for future studies are included.
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Copyright (c) 2015 Kate D Simmons
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