Chromebook Access and the Impact on Smarter Balanced Achievement Levels

Autor/in	Wood, Melissa Marie
Titel	Chromebook Access and the Impact on Smarter Balanced Achievement Levels
Quelle	(2018), (159 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Brandman University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3556-5185-0
Schlagwörter	Hochschulschrift; Dissertation; Access to Computers; Laptop Computers; Statistical Analysis; Language Arts; Writing Achievement; Writing Skills; Grade 7; Grade 8; Economically Disadvantaged; Comparative Analysis; Comparative Testing; Cohort Analysis; Nonparametric Statistics; Achievement Gains; Influence of Technology; Achievement Gap; Statistical Significance; Technology Uses in Education; Instructional Effectiveness; Teaching Methods; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Laptop computer; Laptop; Computer; Digitalrechner; Statistische Analyse; Sprachkultur; Writing skill; Schreibfertigkeit; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kohortenanalyse; Achievement gain; Leistungssteigerung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kalifornien
Abstract	Purpose: The purpose of this quantitative, experimental study was to determine if there was a significant difference in 2016 Smarter Balanced Assessment (SBA) English language arts (ELA) writing levels and ELA overall achievement levels between 7th- and 8th-grade students with and without access to Chromebooks for at least one 46-minute period of the instructional day. Question 1 compared all general education students. Question 2 compared economically disadvantaged students. Question 3 compared students who were not identified as economically disadvantaged. Methodology: The school district studied represented Title I public middle schools across the state of California both in demographics and in SBA results. The sample population included 690 7th- and 1,034 8th-grade students for Question 1. A total of 582 7th- and 878 8th-grade students represented Question 2. A total of 108 7th- and 156 8th-grade students represented Question 3. The researcher used nonparametric Mann-Whitney U tests to test for significant differences in achievement levels between students with and without Chromebook access. Any p value under .05 was declared statistically significant. Findings: Results showed that the following students who had access to Chromebooks had statistically significantly higher ELA writing and ELA overall achievement levels: 7th- and 8th-grade general education students, 7th- and 8th-grade economically disadvantaged students, and 8th-grade students not identified as economically disadvantaged. However, 7th-grade students who were not identified as economically disadvantaged did not have significantly different ELA achievement levels. Conclusions: Results show that Chromebook access benefits all students; the digital divide can potentially increase the SES achievement gap; congruency of learning and assessment tools increase student achievement on assessments; and Chromebook access for at least 46 minutes of the instructional day can increase ELA writing and overall achievement levels, as measured by the Smarter Balanced Assessment. Recommendations: It is recommended that future studies research teacher and student use of computer-based devices in the classroom and the relationship to student achievement. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01