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The purpose of this study was to determine if equipping classrooms with technologycomponents 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 TurnerSchool District. The study was guided by four research questions. The first was “Whatimpact 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 gradeclassrooms?” The other three were identical except for grade level. The study wasdesigned to use an experimental group and a control group. The sample included 855students in grades 3-6 attending five different low socio-economic elementary schools inthe Turner USD 202 School District in Kansas City, Kansas. After the data werecollected, a t test for independent means was computed for each of the grade levels in thestudy (3rd, 4th, 5th and 6th grades). The independent t test was computed to determine theinfluence of a technology-rich classroom on student achievement in mathematics asmeasured by the MAP. Results from this quantitative, quasi-experimental study showed asignificant difference for students in a technology-rich classroom in 3rd grade. The resultsfrom 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 significantdifference. Finally, results from the 6th grade students revealed students in the traditionalclassroom significantly outperformed students receiving instruction in a technology-richclassroom. The literature reviewed in this study provided a similar outcome, with varyingresults in whether technology integration positively impacted student achievement. However, previous research did support technology integration positively affectedstudents’ motivation and engagement in the classroom. |
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