Date
7-21-2022
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Jeffrey S. Savage
Primary Subject Area
Education, General
Keywords
student achievement, technology usage, minority students, examination scores
Disciplines
Educational Assessment, Evaluation, and Research | Educational Methods
Recommended Citation
Hannah, Darron, "How Teachers' Level of Technology Use Affects Minority Students' MAP Scores: A Causal-Comparative Study" (2022). Doctoral Dissertations and Projects. 3731.
https://digitalcommons.liberty.edu/doctoral/3731
Abstract
This causal-comparative study sought to assess group differences between teachers’ level of technology usage and minority students’ (i.e., Black and Hispanic) Measure of Academic Progress (MAP) scores in grades 6-8 in Georgia public schools. This study adds to the body of literature that indicates academic gains from using digital technology in the classrooms and ensuring that digital technology interconnects with quality instruction to drive academic performance for minority students. The current study analyzed Teachers’ Attitude Towards Computers (TAC) and students’ examination scores from the 2021 to 2022 English, Reading, and Math MAP assessment to determine whether teachers’ technology usage level affects minority students’ examination scores. The minority students’ examination scores were self-reported by teachers who taught such students in the specified content area on the MAP examination test. The data collection extracted the teachers’ level of technology usage from the TAC questionnaire system and compared minority students’ examination scores to detect whether a significant difference exists. The scores from the TAC questionnaire compared each group of teachers (i.e., high and low levels of technology usage) to that of minority students’ MAP scores using three independent t tests to focus on group differences. The study failed to reject the null hypotheses at the 95% confidence level; hence teachers’ level of technology usage had no statistically significant influence on minority students’ MAP examination scores. Recommendations for future research include conducting additional studies in more geographic areas, grade levels, and subjects and investigating the quality of instruction teachers deliver when using technology.
