Electronic Theses and Dissertations





Document Type


Degree Name

Doctor of Education


Instr and Curr Leadership


Special Education

Committee Chair

Laura Baylot Casey

Committee Member

William C. Hunter

Committee Member

James Nicholson Meindl

Committee Member

Denise L. Winsor


It is crucial for the most effective evidenced-based educational practices to be identified and implemented in our classrooms, so that students can reach their academic potential. Active learning is not a new pedagogy, but many gaps still exist in the literature specifically concerning the technology of student response systems. In an attempt to address these shortcomings, this study compared the effects of the traditional lecture method versus lectures that incorporated student response systems on students' academic achievement immediately following the lecture. This study also examined the relation between student response systems and students with disabilities in an inclusive classroom. The instructional methods lecture and lecture plus student response systems were both effective in increasing student performance in a non-inclusive classroom and in an inclusive classroom. The student response system intervention was more effective than the lecture intervention in increasing students' academic performance in the non-inclusive classroom. The lecture intervention was more effective than the student response intervention in increasing students' academic achievement in the inclusive class setting. The participating students with disabilities showed improvement during the lecture condition as well as in the lecture plus student response system condition, thus it remains unclear which instructional method (lecture or SRS) was more effective for students with disabilities.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to the local University of Memphis Electronic Theses & dissertation (ETD) Repository.