Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement
Ali Bicer 1 * , Robert M. Capraro 1
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1 Texas A&M University
* Corresponding Author

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.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.12973/eurasia.2017.00645a

EURASIA J Math Sci Tech Ed, 2017 - Volume 13 Issue 3, pp. 815-833

Publication date: 14 Dec 2016

Article Views: 1392

Article Downloads: 790

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