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Dissertation/Thesis Abstract

The relationship between capacity, usage, and access of technology and student achievement
by Knight, Uvella L., Ph.D., Northcentral University, 2008, 62; 3340443
Abstract (Summary)

Schools need to ensure budgets are spent wisely. To make this determination, many schools rely on an increase in standardized tests results to determine what programs should be funded. The researcher investigated the correlation between technology and standardized achievement scores to support the continued funding of technology. Technology was divided into three sub-categories: capacity, usage, and access. The standardized achievement scores were NAEP Reading and Math scores for grades four and eight. The years examined were 2003, 2005, and 2007. Results were analyzed by year and technology sub-categories by using SPSS.15.0 software. Analysis of the date showed: (a) a small positive correlation between access of technology and student standardized achievement scores; (b) a small negative correlation between usage of technology and student standardized achievement scores; and (c) no correlation between capacity of technology and student standardized achievement scores. The combined results do not provide a clear correlation between technology and student standardized achievement scores; therefore, a decision as to whether schools' funding for technology should continue or discontinued could not be addressed. However, the results do indicate that a different type of assessment may give a clearer answer to how technology affects student learning.

Indexing (document details)
Advisor: Shaw, Melanie
School: Northcentral University
School Location: United States -- Arizona
Source: DAI-A 69/12, Dissertation Abstracts International
Subjects: Educational tests & measurements, Educational technology
Keywords: Access technology, Achievement, Capacity technology, Educational technology, Standardized achievement scores, Technology adoption, Usage technology
Publication Number: 3340443
ISBN: 978-0-549-94815-5
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