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Impact Of One To One Technology On High School Students Act Aspire Reading Scores
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Book Synopsis Impact of One-to-one Technology on High School Students' ACT Aspire Reading Scores by : Karla Ann Tarkington
Download or read book Impact of One-to-one Technology on High School Students' ACT Aspire Reading Scores written by Karla Ann Tarkington and published by . This book was released on 2021 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of reading and the need for effective reading skills are a continued focus throughout a student's academic career. Arkansas' summative measurement instrument by which student growth and performance are measured, the American College Testing (ACT) Aspire Assessment, indicates reading achievement of high school students has declined (Department of Elementary and Secondary Education [DESE], 2018). Arkansas students' performance aligns with scores on the National Assessment for Educational Progress (NAEP) assessment which also indicates a decline in scores from the 2017 assessment to the 2019 assessments (NAEP, 2019). This quantitative study focused on the impact of one-to-one technology on tenth grade Arkansas students' reading scores on the ACT Aspire Assessment. Descriptive statistics for the 2018-2019 testing year indicated tenth grade students from one-to-one technology schools, combined population and all subgroups, achieved a higher percentage of reading readiness on the ACT Aspire Assessment when compared to scores of tenth grade students in traditional schools. For the 2017-2018 testing year, descriptive statistics indicated a higher percentage of female and African American students in one-to-one schools achieved readiness in reading on the ACT Aspire Assessment than students in traditional schools. Analysis of Variance (ANOVA) results indicated no statistical significance between groups with the exception of males in one testing year. Findings for each of the research questions were inconclusive, and the null hypothesis for each research question was neither accepted nor rejected. Recommendations from the study are that educational leaders, when implementing one-to-one technology initiatives, must be intentional regarding a plan for the results they are seeking to achieve. Second, school administrators should survey teachers to determine the range of technological abilities that exist among staff prior to implementing one-to-one technology. Third, the amount of time (days/hours) and quality of professional learning teachers received prior to implementing one-to-one technology into daily instruction must be ascertained. Findings from the study will provide schools and districts with information to aid in the decision-making process when considering technology initiatives. Findings will also serve as a springboard to facilitate further investigation into the impact of one-to-one technology on students' standardized achievement scores.
Book Synopsis Teaching, Technology and Test Scores by : Caroline King Barnard Hall
Download or read book Teaching, Technology and Test Scores written by Caroline King Barnard Hall and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The closing of schools and shift to remote teaching during the COVID-19 pandemic has accelerated the use of digital technology in education. Many schools today provide personal computers not only to older students, but also in primary school. There is little credible evidence on how one-to-one (1:1) computer programs affect learning outcomes among younger pupils. We investigate how 1:1 computer technology impacts student performance in primary school in Sweden, using data from an expansion of 1:1 programs that took place before the pandemic. Using a staggered difference-in-differences design, we examine impacts on student performance on standardized tests in language and math in 6th grade. We find no important effects on these learning outcomes on average, but a positive effect on test scores in Swedish and English among students with highly educated parents. Moreover, the results indicate a positive effect in Swedish in schools that received additional financial support for implementing 1:1 technology. Nevertheless, all positive impacts in subgroups appear to be rather small, amounting to 0.01-0.03 SD per semester of 1:1 exposure.
Book Synopsis Examining the Relationship Between One-to-one Technology and Student Achievement by : Joseph Kellie McClung
Download or read book Examining the Relationship Between One-to-one Technology and Student Achievement written by Joseph Kellie McClung and published by . This book was released on 2019 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to examine the impact of one-to-one technology use on students and faculty compared to traditional use of technology. The researcher employed a quantitative study that utilized a quasi-experimental design to investigate the technology effect using survey instruments. Participants included in this study were from schools located in Northwest Arkansas. There were approximately 2,640 students across seven middle schools as well as 63 staff members in the same schools. The results of this study found that while the I3 schools did perform better than their counterparts, the differences were not statistically significant. However, the faculty predominantly supported the use of technology and indicated that technology is beneficial for student learning, instruction, and education overall. The study also found that there was common perception between faculty that the use of technology is needed for students to be not only able to perform tasks in classrooms but also necessary to compete in a changing workforce. Further, the result indicated that out of several independent variables, the only variable found to be a significant predictor of students’ proficient ACT Aspire test scores in all subjects was their grade level. Additionally, the results of this study found that there was a strong, positive correlation between teachers’ use of technology and their perceptions regarding students’ learning. Finally, these results of this study found that students' scores in all subjects were different based on their cohort more than the method of technology use. The scientific implications of these findings in the light of the literature review are also discussed.
Book Synopsis An Analysis of the Correlation Between ACT Scores and One-to-one Computing by : Jeffrey Brian Heath
Download or read book An Analysis of the Correlation Between ACT Scores and One-to-one Computing written by Jeffrey Brian Heath and published by . This book was released on 2015 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether a relationship exists between one-to-one computing and student achievement, specifically ACT scores. This study also examined whether relationships exist among teachers' perceptions of one-to-one computing, teachers' years of experience, subjects taught by teachers, teachers' skill level in the use of a computer for instruction, and teachers' perceptions of changes in ACT scores. The results of this study could help policymakers and educators with decisions regarding implementation of one-to-one computing programs. The sample of schools for investigating the relationship between one-to-one computing and ACT scores consisted of 33 secondary public schools with one-to-one computing programs located in school districts from multiple states in the United States. There were 122 teachers from 12 secondary public schools with one-to-one computing programs located in school districts from multiple states in the United States who participated in a survey regarding teachers' perceptions of one-to-one computing. Prior to the implementation of one-to-one computing and the corresponding tests in the same schools, the average student ACT composite scores and ACT subtest scores in English, math, and reading were not statistically different from what they are after two years of implementation. A statistically significant difference was found between the average student ACT subtest scores in science in schools one year prior to implementing one-to-one computing and the average student ACT subtest scores in science in the same schools two years after implementing one-to-one computing. A statistically significant difference was not found between the average change in student ACT composite score and ACT subtest scores in the state and the average change in student ACT composite score and ACT subtest scores in schools with two years of experience in implementing one-to-one computing. A statistically significant relationship was not found among teachers' perceptions of one-to-one computing, subjects taught by teachers, teachers' skill level in the use of a computer for instruction, and teachers' perceptions of changes in ACT scores. A modest significant inverse relationship was found between teachers' perceptions of one-to-one computing and teachers' years of experience. As teachers' years of experience increase, their perceptions of one-to-one computing tend to become less positive. --Page ii.
Book Synopsis Students' Literacy and Math Academic Achievement After the Implementation of One-to-one Devices by : Danny Herrera
Download or read book Students' Literacy and Math Academic Achievement After the Implementation of One-to-one Devices written by Danny Herrera and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the effect of technology, in particular the effect of one-to-one devices in literacy and math academic achievement. The study explored how technology may affect students’ reading and math scores. The study involved students from a public school district located in Upstate New York in the county of Chemung. The data analysis was based on the annual Northwest Evaluation Association (NWEA) MAP Growth Rasch Unit reading and math assessment scores to measure student academic achievement in literacy and math. Using a Repeated Measures ANOVA and t-test, the research study examined students’ NWEA MAP Growth Rasch Unit reading and math scores for a cohort of five hundred and seventy-eight students. The reading and math scores of the same five hundred and seventy-eight participants in the study were analyzed through the course of two consecutive years following the implementation of one-to-one devices as an instructional tool. The data represented fall and spring NWEA MAP Growth assessment Rasch Unit reading and math scores from 2017 to 2019. The annual reading and math scores were compared to better understand the effect of technology on students’ reading and math academic achievement when one-to-one devices are implemented. Results showed noteworthy improvement in students’ literacy and math academic achievement after the implementation of one-to-one devices for a span of two years.
Book Synopsis The Impacts of Technology on Summative and Self-assessment by : Brietta Schluender
Download or read book The Impacts of Technology on Summative and Self-assessment written by Brietta Schluender and published by . This book was released on 2014 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects on students when the instructor is introducing technology in the math classroom, by taking advantage of a favorable opportunity to study two populations with highly contrasted levels of access to technology. White Bear Lake High School went from minimal technology in 2010 to a school infused with technology by 2013.The instructor applied for a grand to receive a smartboard which was approved. Also, the instructor received a classroom set of graphing calculators that students could use in class and check out to bring home. Students' achievement on a unit test in Algebra 2 and their overall attitude towards the technology were analyzed for two populations. A control group of 63 students from an Algebra 2 class in 2010 had minimal technology available. These students did not have access to graphing calculators and the instructor taught on an overhead projector. A treatment group from 2013 of Algebra 2 students had significantly increased access to technology. This treatment group had a class website with math resources tailored to eat class, a set of graphing calculators, an interactive whiteboard and the use of smartphones. The mean score on the unit tests was 32 for both populations and the treatment group had a median of one point higher than the control group. The students in this study who had access to technology self-reported a high level of enjoyment using that technology to solve problems. The instructor reported that students complained less about doing longer math problems when they had access to technology.
Book Synopsis The Effects of the Accelerated Reader Program in Elementary and Middle Schools on Student Performance in High School as Measured by ACT Scores by : Hunter A. Bradley
Download or read book The Effects of the Accelerated Reader Program in Elementary and Middle Schools on Student Performance in High School as Measured by ACT Scores written by Hunter A. Bradley and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of One-to-one Technology on Student Achievement by : DeWayne McCurdy
Download or read book Impact of One-to-one Technology on Student Achievement written by DeWayne McCurdy and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts all over America are embracing technology because they view technology as a stimulate to improve teaching and learning. Leading to additional investments in technology initiatives for academic improvement. The one-to-one laptop program is an initiative that continues to gain attention and peek momentum in the educational community. Even with widespread adoption, many teachers continue to face challenges with the use of technology in the classroom. Research has shown that teacher self-efficacy is a significant indicator of technology use; there is limited evidence on how a one-to-one laptop program can influence teacher self-efficacy. The purpose of this qualitative study was to describe the teacher perceptions and experiences of teachers who participated in a one-to-one laptop program at the high school level. The study was framed through the construct of self-efficacy by Bandura and constructivist theory by Dewey.
Book Synopsis Accelerated Reader and High School Students' Reading Self-efficacy by : Cheryl M. Hebert
Download or read book Accelerated Reader and High School Students' Reading Self-efficacy written by Cheryl M. Hebert and published by . This book was released on 2020 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: "K-12 schools often respond to low state standardized test scores by adjusting curriculum to implement new strategies and technology. Instituting multiple new practices simultaneously increases the difficulty of determining the cause of improved test scores. Examining personal factors like self-efficacy provides a broader understanding of the value of integrating new technology. This intrinsic case study explored the implementation of Accelerated Reader (AR) at one vocational-technical high school in the northeastern United States and the experiences and reading self-efficacy of the students who participated. Reading self-efficacy is a potential antecedent to reading motivation. Students with high reading self-efficacy may read more frequently, improving their reading proficiency over time. The following two research questions guided the study: (1) How do seniors at Washington Vocational Technical High School perceive their experiences and reading self-efficacy after 3 years of participation in the Accelerated Reader program?; (2) How do teachers at Washington Vocational Technical High School perceive the influence of the Accelerated Reader program on students? Eight English teachers and six senior students participated. Major findings included: (a) students viewed reading strictly as a school activity (b) students were intrinsically motivated to read books they enjoyed (c) students lacked positive vicarious reading experiences (d) students' descriptions of their reading self-efficacy corresponded to their reading levels (e) teachers misperceived the influence of AR on students. Recommendations include high fidelity implementation of AR and alternative approaches to creating intrinsically rewarding reading experiences for high school student"--Author's abstract.
Book Synopsis The Effect of a Scientific Reading Curriculum on Overall Performance and Attitude in High School Students by : Stephanie Lynn Guilmet
Download or read book The Effect of a Scientific Reading Curriculum on Overall Performance and Attitude in High School Students written by Stephanie Lynn Guilmet and published by . This book was released on 2015 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a growing influence of technology on scientific learning, with primary focus on learning in an online environment. This has both benefits and challenges, but in the science classroom, a primary challenge is being able to read the required material effectively on your own, and then productively present that material in class discussions and on assessments. While this is a well-developed skill in the humanities, it is not a primary focus of instruction in a typical high school science classroom of approximately 15 students. The primary question I sought to answer with this study was what the effects of implementing and testing some reading comprehension strategies on high school students would have on their ability to retain information on tests, their performance on daily quizzes, and their confidence level in the classroom. Four academic units in a high school Biochemistry course were studied, and progressed in the order of the Digestive System, Vitamins and Minerals, Exercise Physiology, and Immunology. Understanding of concepts was assessed using student-developed concept maps, and overall interest and participation was assessed by anonymous surveys, and one-one-one student-instructor interviews. While overall test and quiz scores increased only very slightly throughout the intervention, class participation increased and student interviews reflected a positive increase in confidence and quality of thought in the science classroom.
Download or read book READ 180 written by Griselda Lozano and published by . This book was released on 2010 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The present study examines the effects that the READ 180 intervention program had on at-risk high school students. For the purpose of this study students identified as at risk were subjected to criteria set by the district, and included English Language Learners, Special Education Students and students who were economically disadvantaged. Other students who met the set criteria included students who failed to pass their third administration of TAKS or TAKS in the 8th grade, 9th graders who received 2100 or less, and second year 9th grade students who failed TAKS or TAKS A as 9th graders. The intervention focused on improving students' reading proficiency levels by observing the effects the program had on students' reading Lexile Levels and TAKS scores upon completing the READ 180 program. The data collected was preexisting data of 62 students who received the intervention for a period of one school semester. The participants spent a total of 90-minutes a day receiving reading intervention that focused on the application of mixed method instruction including: teacher-led whole-group instruction, small group instruction, modeled and independent reading, and interaction with instructional software. The sample use din the study involved five READ 180 classes from two different campuses within a school district in South Texas. The data were gathered and observed to examine the degree of improvement students experiences in reading comprehension during the course of the six months. The result of the study indicated that READ 180 did have and effect on student reading proficiency based on the student's pretest and posttest reading Lexile Levels and TAKS scores. The data show that, based on the reading Lexile pretest scores administered in January 2010 and posttest administered in April 2010, students averaged a gain of 50.9L. Participants also showed and increase in TAKS scores. Pretests of TAKS exams administered in Spring of 2009 showed that 6.5% of students passed TAKS. The examination of posttest exams administered in Spring of 2010 indicated that 37.1% of students passed their TAKS exams. On average 80.6% of the sample reported gains. Based on the results presented by the pre-and posttest data the research concluded that the interventions presented b the READ 180 program had a positive effect on reading levels of the sample population. The researcher further concluded that the READ 180 intervention program has the potential to provide the school district with researched-based instructional techniques needed to improve the reading proficiency levels of at-risk high school students. As a result of the study, the researcher recommended that the school district consider moving forward with the use of the READ 180 program.
Download or read book Resources in Education written by and published by . This book was released on 1986 with total page 822 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Fair Isn't Always Equal by : Rick Wormeli
Download or read book Fair Isn't Always Equal written by Rick Wormeli and published by Stenhouse Publishers. This book was released on 2006 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and "gray" areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from "rationale for differentiating assessment and grading" to "understanding mastery" as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms.
Book Synopsis One-to-one Computing and Student Achievement in Ohio High Schools by : Nancy L. Williams
Download or read book One-to-one Computing and Student Achievement in Ohio High Schools written by Nancy L. Williams and published by . This book was released on 2014 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research explores the impact of one-to-one computing on student achievement in Ohio high schools as measured by student performance on the Ohio Graduation Test. The study sample includes 24 treatment schools that are individually paired with a similar control school. The 1:1 programs in treatment schools have been in place for one to four years using various devices including laptops, netbooks, and iPads. An Interrupted Time Series methodology was deployed to examine OGT data over a period of five to eight years depending on how long the 1:1 program had been in place. Overall student performance and content specific achievement in math, reading, science, social studies, and writing are not significantly affected by the introduction of 1:1 computing when analyzed using IPD meta-analysis. When broken down by the longevity of the 1:1 program, consistent patterns did not emerge for any of the four time clusters that were examined using linear regression or meta-analysis. However, there are instances of the treatment group significantly outperforming the control group in one content area for one time cluster. These same findings hold true across demographic subgroups including gender, race, disability status and economic status. Patterns are not evident when studying the sample by time cluster for the various demographic subgroups; however, students with disabilities in the control group performed significantly higher that than their peers in the treatment schools for time clusters 1 and 4. Treatment schools, using a netbook device for their 1:1 program, produced the greatest overall change in scores (pre-treatment vs. treatment period) when compared to the other devices being used. Although statistically significant, the gain in test scores is very small.
Book Synopsis The Impact of a One-to-one Laptop Technology Initiative on Student Achievement in a High School American History Course by :
Download or read book The Impact of a One-to-one Laptop Technology Initiative on Student Achievement in a High School American History Course written by and published by . This book was released on 2015 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Gabrielle Matters Publisher :Australian Council for Educational Research ISBN 13 :9780864316929 Total Pages :60 pages Book Rating :4.3/5 (169 download)
Book Synopsis Using Data to Support Learning in Schools by : Gabrielle Matters
Download or read book Using Data to Support Learning in Schools written by Gabrielle Matters and published by Australian Council for Educational Research. This book was released on 2006 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the issues raised by the ACER Research Conference 2005. Analyses conference papers, distils essence of conference 'conversations' and contextualises them in the light of Australian and international literature.
Author :National Academies of Sciences, Engineering, and Medicine Publisher :National Academies Press ISBN 13 :0309455405 Total Pages :529 pages Book Rating :4.3/5 (94 download)
Book Synopsis Promoting the Educational Success of Children and Youth Learning English by : National Academies of Sciences, Engineering, and Medicine
Download or read book Promoting the Educational Success of Children and Youth Learning English written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2017-08-25 with total page 529 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.
