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ERIC Number: ED556011
Record Type: Non-Journal
Publication Date: 2012
Pages: 135
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-2246-8
ISSN: N/A
Teachers' Degree of Instructional Technology Use and Its Effect on the Mathematics Achievement of Students in Secondary Schools
Dutton, Valencia K.
ProQuest LLC, Ed.D. Dissertation, Texas Southern University
Integrating computer technology began as a poorly planned idea where teachers were inadequately trained in how to integrate the use of technology into the classroom (Wright & Shade, 1994 as cited in Bauer & Kenton, 2005). As the use of technology continues to advance around the world, the impact of the new technology equipment and techniques for teaching individuals and groups in the educational systems should be investigated to reduce the possible educational disparities (Ahadiat, 2005). Nevertheless, there has been a diminutive amount of research conducted on the effects of instructional technology on education and mathematics achievement. The purpose of this study was three-fold. First, this study examined the degree of instructional technology use by secondary school teachers. Second, this study assessed the influence of the variables gender, ethnicity, age, and years of teaching experience on the degree of instructional technology use. Finally, this study ascertained the influence of the degrees of instructional technology use on the mathematics achievement of students based on the Texas Assessment of Knowledge and Skills (TAKS) campus ratings. The instrument used to collect data for this study was the Technology Integration Self-Assessment Survey (TISAS) which was a modified instrument developed to examine teachers' basic computer operation skills, delivery of instruction with technology, and the integration of technology into student learning. The sample consisted of 116 secondary mathematics teachers from three school districts from the Southeastern region of Texas. Data analysis was conducted using non-parametric and parametric tests of the six hypotheses. The non-parametric test used in this study was the Chi-Square Goodness-of-Fit test and the parametric test used was the One-Way Analysis of Variance (ANOVA). Based on the findings of this study, of the six hypotheses only the first hypothesis showed an overall statistically significant difference. Therefore, there is a statistically significant difference in the level of instructional technology use in classrooms as perceived by secondary mathematics teachers. In contrast, there is no statistically significant difference in the teachers' degree of instructional technology use by gender, ethnicity, age, years of teaching experience, or mathematics achievement of secondary students based on the TAKS campus ratings. [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: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas