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ERIC Number: ED548928
Record Type: Non-Journal
Publication Date: 2012
Pages: 196
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-4738-9
ISSN: N/A
A Study of the Relationship between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores
Berkeley-Jones, Catherine Spotswood
ProQuest LLC, Ed.D. Dissertation, Texas A&M University
The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 6th, 7th, and 8th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi self-ratings were a predictor of success on student TAKS exam scores for English Language Arts and Math, as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. Further, the study examined whether teacher self-reported LoTi ratings were a predictor of success on student TAKS exam scores for the variable of socioeconomic status as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. For the purpose of this study, school and student performance analysis was restricted to the Alamo Heights Junior School in the Alamo Heights Independent School District, San Antonio, Texas. The student data in the study derived from approximately 825 6th, 7th, and 8th grade students who took the math TAKS test in 2009 and approximately 946 6th, 7th, and 8th grade students who took the English Language Arts (ELA) TAKS test in 2009. The research findings for this study included: 1. In English Language Arts (ELA), a difference in achievement may be inferred between teacher LoTi levels and ELA TAKS scores. 2. In math, a difference in achievement may be inferred between teacher LoTi levels and math TAKS scores. 3. There was not a statistically significant difference between the teacher LoTi level and student mean scores on ELA TAKS for students in the low SES category. 4. There was not a statistically significant difference between the teacher LoTi level and student mean scores on math TAKS for students in the low SES category. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas