The document summarizes a study on the effects of classroom performance systems (CPS or clickers) on student test scores in a 9th grade honors biology class. The study aimed to determine if CPS improved test scores, participation, clarification of misconceptions, and pacing of lessons compared to classes without CPS. Results found no significant difference in test scores but students reported CPS increased participation and helped clarify concepts. The teacher felt CPS allowed for better pacing and discussion, though some technical issues occurred. Limitations included small sample size and potential biases.

1. Effects of Classroom Performance Systems (CPS- Clickers) on Student Achievement on the Mitosis and Meiosis unit in two 9th grade Honors Biology Classes Carol-Ann Pryor Queens College Spring 2009 http://www.slideshare.net/capryor25/cps-thesis-presentation-1393483

5. Questions were established based on two previous studies. Study Second Semester Chemistry Course Eight out of the 46 sections of the course were taught using CPS devices. Treatment = CPS devices Non CPS classes started with cadets’ questions about the day’s assignments. The instructor then guided a Socratic Method discussion to draw the answers out of the class itself. CPS classes were presented with five or six quiz questions that were used to measure cadet preparation. Discussion occurred based on the CPS feedback. Grades at the end of the semester were collected Grades were compared Study Freshmen level Communication and English classes in a Library Instruction class. Classes were selected at random and placed into CPS and non-CPS groups. Treatment = CPS devices Pre-test was administered consisting of five multiple choice question. (CPS and paper) Class discussion continued based on the quiz Post-test was administered Test scores were compared. Use of CPS at The United States Military Academy in Chemistry (Blackman, 2002) Use of CPS at Georgia State University in Library Instruction (Petersohn, 2008)

11. Question 1: Do CPS devices provide for a significant difference in test score performance when comparing classes taught with and without the devices?

12. Question 1: Do CPS devices provide for a significant difference in test score performance when comparing classes taught with and without the devices? Not Significant

14. Question 2: Do CPS devices encourage all students to participate during lecture? Question 3: Does the instant feedback application, provided by the CPS software, allow for clarification of misconceptions? Significant