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The Influence of 1:1 Environments on Student Achievement in Geometry
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, North Carolina State University, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-84-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Integration of technology into mathematics classes has generally found positive increases in engagement, motivation, and student achievement. However, little research has examined the influence of 1:1 classroom environments on student achievement of geometry. The present study investigated whether the number of years a school was 1:1 influenced the school’s Geometry End of Course exam (EOC) pass percent as well as whether the economically disadvantaged student (EDS) population’s pass percent mediated this relationship. Multilevel models indicated that the EOC Geometry pass percent significantly increased for each year a school was 1:1. Additionally, the EDS population’s pass percent served as a mediator of this relationship. The findings provide support that 1:1 classrooms have the potential to improve student achievement in mathematics over time, especially with the EDS population.

Citation

Dove, A. (2011). The Influence of 1:1 Environments on Student Achievement in Geometry. In M. Koehler & P. Mishra (Eds.), Proceedings of SITE 2011--Society for Information Technology & Teacher Education International Conference (pp. 3964-3969). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2019 from .

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