The Impact of Increased Technology Integration on the Achievement of Students
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2017-07-19
Type of Work
Department
Program
Masters of Education
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this quasi-experimental study was to examine the impact of increased
technology integration on the math achievement of students in a general education second-grade
class. The study compared the spring MAP math scores of 19 second-graders that received traditional math instruction
and 23 second-graders that received traditional math instruction supplemented with increased technology integration. For a period of 44 sessions over four months, students in the experimental group used the DreamBox math application
in addition to traditional instruction from Pearson’s enVision math 2.0 curriculum.
After taking the spring MAP math test, the mean score of the control group (mean=191.53, SD=11.81) did not differ significantly
from the mean score of the experimental group (mean 187.26, SD= 14.89) [t(40)= 1.01, p = 0.32]. The results of the study failed to reject the null hypothesis, but suggested other possible benefits and dependent variables such as increased student
motivation, engagement, and excitement. It is essential to continue exploring connections between the use of classroom
technology and achievement.