The purpose of this study was to contribute to available literature by ascertaining student perceptions of benefits of student access to technology as correlated to students’ standardized test scores. Students and teachers were surveyed for perceptions of technology benefits. Survey results were analyzed and Pearson product-moment correlation coefficients were calculated comparing student perceptions to standardized Missouri Assessment Program (MAP) grade-level assessment results. As described in specific detail in this paper, it was found student standardized MAP testing data were positively correlated to the introduction of technology-integrated instruction in the classroom setting. Student perceptions indicated a more positive linear association to the support of technology in the content area of mathematics than communication arts. Teacher perceptions of technology integration into the classroom indicated the influx of technology into classroom instruction benefitted lesson preparation and availability of supporting materials.
|Commitee:||DeVore, Sherry, Reid, Terry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Educational tests & measurements, Educational evaluation, Middle School education, Elementary education, Educational technology|
|Keywords:||Classroom environment, Missouri Assessment Program, Skill attainment, Student perceptions, Technology|
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