Date of Conferral

10-26-2025

Degree

Ph.D.

School

Education

Advisor

Darci Harland

Abstract

Student response systems (SRS) and audience response systems (ARS) in the elementary classroom are sometimes used to assess students while keeping them engaged and offering them immediate feedback. The purpose of this basic qualitative study was to explore teachers’ perspectives on challenges of and resources needed to implement SRS and ARS in urban elementary schools in the Northeast United States. The conceptual framework for this study included the technology acceptance model and the theory of planned behavior. Semistructured interviews with 12 urban elementary school teachers from the Northeast United States were analyzed using a qualitative data analysis procedure by coding, categorizing, and identifying themes related to the research questions and the conceptual framework using thematic analysis. Key results indicated that teachers have found benefits in using SRS or ARS methods, such as students learning while they gained confidence and enjoyed the learning process. Teachers were able to identify where students struggled in lessons and received immediate feedback. However, the methods present problems that prevent them from being utilized as much as possible, such as technical difficulties and outdated technology/software. Teachers also commented that there were problems with student engagement/disengagement, as well as the time-consuming setup and associated costs of training on these methods, which required significant time and resources. Results from this study may contribute to positive social change by enabling teachers to make better-informed decisions about the technology they use for assessment so that their students can express their creativity, collaborate with other students and show what they have learned.

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