School of Education


Doctor of Philosophy in Education (PhD)


Jeffrey Savage


Active Learning, Digital Divide, K–12, One-to-one Technology, STEM, Technology Integration




This causal-comparative study sought to determine whether there was a relationship between the use of one-to-one technology and student achievement among female and male students in Grades 6 and 7 in public schools in South Carolina. This study adds to the body of literature that indicates academic gains occur from using one-to-one devices in classrooms and that these didactic technology tools are beneficial to all students. The current study analyzed the science and social studies achievement scores of 3,747 Grade 7 students, comparing females and males who had access to one-to-one technology to those who did not during the 2016–2017 school year. The achievement scores came from the archived scores of the South Carolina Palmetto Assessment State Standards (SCPASS) tests in science and social studies. The study resulted in a rejection of the null hypotheses in favor of the alternative hypothesis that one-to-one technology had a statistically significant influence on test scores across all samples; however, with weak effect sizes, the practical significance of these results should be explored further. Recommendations for future research include conducting additional studies in more geographical areas, grade levels, and subjects and investigating the influence of distraction while using one-to-one technology.

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