The Interaction of Pedagogical Approach, Gender, Self-Regulation, and Goal Orientation Using Student Response System Technology
Kellah M. Edens
University of South Carolina
Abstract
This research compares a behaviorally based approach for using electronic student response system
(SRS) technology with a metacognitive-oriented approach to determine effects on attendance,
preparation for class, and achievement. Also examined are the interaction effects of pedagogical
approach with self-regulatory and motivational characteristics of students. MANOVA analyses
of pretest, posttest, attitudinal, and attendance data revealed no significant difference between
approaches on achievement. A main effect was found for self-regulation level and achievement,
as well as for goal orientation and class preparation/attendance. Other findings are that
students in the operant conditioning group were significantly more likely to be anxious when
using SRS but were more motivated to prepare for and attend class than the metacognitive
group. Finally, type of pedagogy and self-regulation level also interacted significantly on the
achievement measure, with highly self-regulated students in the metacognitive group outperforming
students with low self-regulatory skills.
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Contributors
Kellah M. Edens is an associate professor in the Department of Education
Studies in the College of Education at the University of South Carolina. Dr.
Edens holds a PhD in educational psychology and research and specializes
in technology-based learning, visually-based math and science learning, and
free-choice (informal) learning contexts.
Contact
Kellah M. Edens, PhD
Associate Professor of Educational Psychology and Research, Dept. of Educational Studies
Wardlaw 128, University of South Carolina,
Columbia, SC 29208
E-mail: kellah@sc.edu
Copyright 2008, (International Society for Technology in Education). All rights reserved.
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