Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement

Ali Bicer; Robert M. Capraro

doi:10.12973/eurasia.2017.00645a

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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.

Keywords

professional development
technology integration
mathematics achievement

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

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

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

Publication date: 14 Dec 2016

Article Views: 3958

Article Downloads: 2851

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How to cite this article

APA

Bicer, A., & Capraro, R. M. (2017). Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), 815-833. https://doi.org/10.12973/eurasia.2017.00645a

Vancouver

Bicer A, Capraro RM. Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement. EURASIA J Math Sci Tech Ed. 2017;13(3):815-33. https://doi.org/10.12973/eurasia.2017.00645a

AMA

Bicer A, Capraro RM. Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement. EURASIA J Math Sci Tech Ed. 2017;13(3), 815-833. https://doi.org/10.12973/eurasia.2017.00645a

Chicago

Bicer, Ali, and Robert M. Capraro. "Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement". Eurasia Journal of Mathematics, Science and Technology Education 2017 13 no. 3 (2017): 815-833. https://doi.org/10.12973/eurasia.2017.00645a

Harvard

Bicer, A., and Capraro, R. M. (2017). Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement. Eurasia Journal of Mathematics, Science and Technology Education, 13(3), pp. 815-833. https://doi.org/10.12973/eurasia.2017.00645a

MLA

Bicer, Ali et al. "Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement". Eurasia Journal of Mathematics, Science and Technology Education, vol. 13, no. 3, 2017, pp. 815-833. https://doi.org/10.12973/eurasia.2017.00645a