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The purpose of this correlational-descriptive research study was to determine ifthe introduction of interactive whiteboards and Interwrite Pads had an effect on studentachievement in math [as defined by Missouri Assessment Program (MAP) MAP Testscores) and to establish the strength of relationship between the amount of time mathteachers used the technology and student achievement. SJSD math students (n = 1684)were examined over a period of five years.Three instruments were used in this study: The Technology Usage Survey (TUS),The Follow-up Technology Usage Survey (FTUS), and the MAP. The purpose of theTUS and FTUS was to gather: teacher employment information, level of educationaltraining, the amount of time each teacher used the interactive whiteboard and/or theInterwrite Pad, number of professional development hours each teacher had for usingeach technology, data pertaining to teachers’ perception about using teaching technologyto raise student achievement, and teachers’ methods for using the interactive whiteboardand Interwrite Pad. MAP Math Test scores were used to measure student achievement. Test results of this study showed: a significant (p = .000) difference in MAPchange scores before and after the introduction of interactive whiteboards and InterwritePads with change scores prior to the introduction of the treatment being significantlyhigher. Further tests evidenced mixed results: a significantly (p = .000) moderate inverserelationship, as well as, no relationship (p = .251) between the amount of time teachersuse interactive whiteboards and MAP scores. Final tests evidenced mixed results: asignificantly (p = .000) moderate positive relationship, no relationship (p = .142), and asignificantly (p = .031) moderate positive relationship between the amount of timeteachers use Interwrite Pads and MAP scores. |
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