Date of Award
Spring 5-2012
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership and School Counseling
Committee Chair
Thelma Roberson
Committee Chair Department
Educational Leadership and School Counseling
Committee Member 2
James T. Johnson
Committee Member 3
Gaylynn Parker
Committee Member 3 Department
Educational Leadership and School Counseling
Committee Member 4
Maria Guilott
Abstract
Determining if the investment in educational technology will improve student achievement is complicated and multifarious. The purpose of this study was to evaluate the influence of teacher technology integration on student achievement as measured by the Mississippi Subject Area Testing Program (SATP) and to explore the relationship between technology integration and other factors (a teacher’s age, gender, computer self-efficacy, and technology training).
This non-experimental, quantitative study included 106 secondary school teachers from six school districts in Mississippi. The respondents completed a questionnaire based on their SATP course (Algebra I, Biology, English II, and U. S. History) teaching experiences. This study employed a multiple linear regression statistical test. The findings of this study indicated that there was a statistically significant relationship between technology integration and a teacher’s age, gender, computer self-efficacy, technology training, and student test scores (collectively). The study also showed that when controlling for all other variables, computer self-efficacy and technology integration was statistically significant while age, gender, and student test scores were not statistically significant.
Copyright
2012, Tracy Demetrie Daniel
Recommended Citation
Daniel, Tracy Demetrie, "Educational Technology Integration and High-Stakes Testing" (2012). Dissertations. 750.
https://aquila.usm.edu/dissertations/750
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons