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ERIC Number: ED557560
Record Type: Non-Journal
Publication Date: 2014
Pages: 139
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-7882-1
ISSN: N/A
The Impact of the One to One Laptop Initiative on High School Students' Academic Performance in Algebra I and English I--A Meta-Analytic Approach
Dennis, Quincita
ProQuest LLC, Ph.D. Dissertation, TUI University
This study examined the effectiveness of using laptops to teach and deliver instruction to students. The meta-analytic approach was employed to compare the means of End-of Course Test scores from North Carolina one-to-one high schools during the traditional teaching period and the laptop teaching period in order to determine if there are differences in students' academic achievement in Algebra I and English I. A follow-up examination on the relationships of the demographic co-variates of SES, Gender, and Ethnicity had on the standardized mean difference effect sizes was carried out by means of a multi-variate (continuous level of measurement) meta-regression. An additional examination was conducted to examine shifts in students' proficiency levels between the two teaching periods. A statistical standardized difference effect size between the traditional teaching methods group and laptop teaching methods group was calculated (biased "g" and unbiased "d") for each stratum, and from which an overall "d+" effect size was calculated across all strata. An examination of this data: k = 46 effect sizes, with n = 10,645 students in the traditional group, and n = 9,602 students in the laptop group, as well as associated forest plots revealed a negligible difference in academic outcomes regarding delivery methods. The overall results of the random effects method yielded a pooled d+ = 0.02 (95% CI = -0.09 to 0.12). Hence, implementing one-to-one laptop initiatives did not improve student academics with regards to this study. The coefficients for all the covariates in the meta-regression were negligible and yielded at the pre-selected alpha = 0.05 level--non-significant results. The proficiency level shift determined by the descriptive statistics indicated that there was a downward shift in overall student performance when students were taught via laptop teaching methods. The downward shift was seen in Level II shifted to the Level I (non-mastery) range. Results are discussed and recommendations for future research are proposed. [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: High Schools; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: North Carolina