Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement
Ali Bicer 1  
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Texas A&M University
CORRESPONDING AUTHOR
Ali Bicer   

Texas A&M University, 1601 VALLEY VIEW APT: 1304, 77840 COLLEGE STATION, Turkey
Publish date: 2016-12-14
 
EURASIA J. Math., Sci Tech. Ed 2017;13(3):815–833
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ABSTRACT
Background:
MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom.

Material and methods:
The present study examined all students’ mathematics growth from 2012 to 2013 and observed how students’ mathematics scores changed after their school implemented the MathForward program. The sample consisted of two years of the State of Texas Assessments of Academic Readiness (STAAR) test data for a total of 563 students. The participants took the first STAAR examination in 2012 at the end of 7th grade and took the second examination in 2013 at the end of 8th grade.

Results:
In general, regardless of background or student characteristic, pupils increased their mathematics STAAR test scores statistically significantly (p < .05) with the Cohen’s d effect size of 0.26.

Conclusions:
Properly implemented, MathForward could be useful in raising the mathematics achievement of students.

eISSN:1305-8223
ISSN:1305-8215