VOlUME 05 ISSUE 10 OCTOBER 2022
1Jayson V. Alviar,2Anabel E. Gamorez
1Senior High School Department, Tairan National High School, Ministry of Basic, Higher, and Technical Education-Basilan,BARMM, Philippines,7301
2Department of Mathematics and Statistics, College of Science and Mathematics, Western Mindanao State University, Zamboanga City, Philippines,7000
DOI : https://doi.org/10.47191/ijsshr/v5-i10-25Google Scholar Download Pdf
ABSTRACT
Classroom Response System (CRS) is one of the educational tools teachers can use to promote active learning and improve student learning. Despite the promising benefits of the CRS, there is less account of its impact in secondary mathematics classrooms as compared to higher education. In this study, a descriptive survey design was used to describe the perception of Senior High School students on the use of the CRS in learning mathematics. Students were exposed to Blicker, a classroom response system tool that uses Bluetooth Low Energy to interact with the teacher. Survey shows that CRS increase students’ engagement, interactivity, and students perceived CRS to be beneficial for their learning. Moreover, students favored the CRS’ anonymity feature and enjoyed the affordability of the CRS to promote student-teacher interaction through the question-feedback process. The interview shared common themes on the CRS benefits and validated students’ claims that CRS attributed to an increase in engagement, interactivity, and learning in mathematics. Overall, the student’s perceptions of the use of CRS are overwhelmingly positive and students strongly recommend the use of CRS in other learning areas.
KEY WORDS:Blicker, Classroom Response System, Perceptions, Engagement, Participation, Impact on Learning
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