Abstract
The problem of this study was the effect of teaching freshman mathematics with the Spitz Student Response System (SSRS) upon a student’s anxiety, attitude, and achievement. Subjects were seventy-three freshman men and women at a liberal arts college in the Southwest. A 2 x 2 factorial analysis of covariance was used to analyze the data. Several research hypotheses were formulated to be consistent with the purposes of this research problem. It was found that the use of the Spitz Student Response System did not significantly change a student’s achievement, anxiety, or attitude in mathematics. The statistical data of this study would tend to support the idea that the effect of attitude on achievement in independent of the method of instruction. Subjective evaluation by the students tends to support the use of the Spitz System.
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