THE IMPACT OF A TECHNOLOGY-RICH CLASSROOM ON THE MEASURE OF ACADEMIC ...

THE IMPACT OF A TECHNOLOGY-RICH CLASSROOM ON THE MEASURE OF ACADEMIC PERFORMANCE IN MATHEMATICS AT GRADES 3, 4, 5, and 6

Michelle H. Sedler

B.S., University of Central Oklahoma, 1990 M.S., University of Kansas, 1994

Submitted to the Graduate Department and Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree

Doctor of Education in

Educational Leadership. December, 2009

Copyright 2009 by Michelle H. Sedler

Clinical Research Study Committee ________________________________________ ________________________________________ ________________________________________ ________________________________________

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ABSTRACT

The purpose of this study was to determine if equipping classrooms with technology components had a positive impact on student achievement in mathematics in grades 3, 4, 5, and 6 as measured by the Measure of Academic Performance (MAP) in the Turner School District. The study was guided by four research questions. The first was "What impact does the use of an interactive whiteboard, an LCD projector, a document camera, and classroom response systems have on student achievement in mathematics in 3rd grade classrooms?" The other three were identical except for grade level. The study was designed to use an experimental group and a control group. The sample included 855 students in grades 3-6 attending five different low socio-economic elementary schools in the Turner USD 202 School District in Kansas City, Kansas. After the data were collected, a t test for independent means was computed for each of the grade levels in the study (3rd, 4th, 5th and 6th grades). The independent t test was computed to determine the influence of a technology-rich classroom on student achievement in mathematics as measured by the MAP. Results from this quantitative, quasi-experimental study showed a significant difference for students in a technology-rich classroom in 3rd grade. The results from students in the 4th and 5th grade revealed a difference for students in the technologyrich classroom compared to those in the traditional classroom; however, not a significant difference. Finally, results from the 6th grade students revealed students in the traditional classroom significantly outperformed students receiving instruction in a technology-rich classroom. The literature reviewed in this study provided a similar outcome, with varying results in whether technology integration positively impacted student achievement.

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However, previous research did support technology integration positively affected students' motivation and engagement in the classroom.

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DEDICATION This work is dedicated to the following people: To my dad, who has always encouraged me to be a lifelong learner and to fulfill my dreams. I am grateful for the encouragement he has provided to always work hard and accomplish great things. Thank you for having high expectations and pushing me to be a better person; I love you. To my husband, who has supported me through this entire program: The encouragement and sacrifice I am so grateful for; I love you. To my children, who encouraged me to finish this doctoral program and dissertation, because it was personally meaningful to me; I love you all. To my friends and co-workers, who provided the emotional support that kept me focused even when I was completely frustrated, and who provided those venting opportunities. I feel truly blessed.

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