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

Ali Bicer; Robert M. Capraro

doi:10.12973/eurasia.2017.00645a

Full Text (PDF)

Ali Bicer ¹ ^* , Robert M. Capraro ¹

More Detail

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: 3854

Article Downloads: 2757

Open Access References How to cite this article

References

Abedi, J. (2004). The no child left behind act and English language learners: Assessment and accountability issues. Educational Researcher, 33(1), 4-14.
ACT. (2012). Do race/ethnicity-based student achievement gaps grow over time? ACT Research and Policy. Retrieved from http://www.act.org/research/policymakers/pdf/RaceEthnicityRe port.pdf
Beasley, W., & Sutton, R. E. (1998). Urban schools and the Clinton/Gore technology literacy challenge. Bulletin of Science, Technology & Society, 18, 102-108.
Bicer, A., Capraro, M. M., & Capraro, R. M. (2013). The effects of parent’s SES and education level on students’ mathematics achievement: Examining the mediation effects of parental expectations and parental communication. The Online Journal of New Horizons in Education, 3(4), 89-97.
Bicer, A., Navruz, B., Capraro, R. M., & Capraro, M. M. (2014). STEM schools vs. non-STEM schools: Comparing students’ mathematics state based test performance. International Journal of Global Education, 3(3).
Bicer, A., Navruz, B., Capraro, R. M., Capraro, M.M., Oner, T.A., & Boedeker, P. (2015). STEM schools vs. non-STEM schools: Comparing students' mathematics growth rate on high-stakes test performance. International Journal of New Trends in Education and Their Implications, 6(1), 138-150.
Birgin, O. et al. (2010). Investigation of the computer experiences and attitudes of preservice mathematics teachers. Cyber Psychology, Behaviour and Social Networking, 13(5), 571–576.
Blickenstaff, J. C. (2005). Women and science careers: leaky pipeline or gender filter? Gender and education, 17(4), 369-386.
Brown-Jeffy, S. (2009). School effects: Examining the race gap in mathematics achievement. Journal of African American Studies, 13(4), 388-405.
Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field experiences. Journal of Technology and Teacher Education, 12(2), 211-237.
Clements, D. H., & Sarama, J. (2007). Early childhood mathematics learning. In J.F.K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 461- 555). New York, NY: Information Age.
Cross, C.T., Woods, T. A., & Schweingruber, H. (Eds.). (2009). Mathematics learning in early childhood: Paths toward excellence and equity. Washington, DC: National Research Council.
Corlu, M. A., & Corlu, M. S. (2012). Scientific inquiry based professional development models in teacher education. Educational Sciences: Theory and Practice, 12(1), 514-521.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education policy analysis archives, 8, 1.
Eccles, J. S. (1989). Bringing young women to math and science. In Gender and thought: Psychological perspectives (pp. 36-58). Springer New York.
Ellington, A. J. (2006). The Effects of Non‐CAS Graphing Calculators on Student Achievement and Attitude Levels in Mathematics: A Meta‐Analysis.School Science and Mathematics, 106(1), 16-26.
Erdogan, N., Corlu, M. S., & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills. International Online Journal of Educational Sciences, 5(1), 1-9.
Flores, A. (2007). Examining disparities in mathematics education: Achievement gap or opportunity gap? The High School Journal, 91(1), 29-42.
Fryer Jr, R. G., & Levitt, S. D. (2009). An empirical analysis of the gender gap in mathematics (No. w15430). National Bureau of Economic Research.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945.
Hill, C., Corbett, C., & St Rose, A. (2010). Why So Few? Women in Science, Technology, Engineering, and Mathematics. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036.
Huang, H. M. & Liaw, S. S. (2005). Exploring user's attitudes and intentions toward the web as a survey tool. Computers in Human Behavior, 21(5), 729-743.
Hyde, J. S., & Mertz, J. E. (2009). Gender, culture, and mathematics performance. Proceedings of the National Academy of Sciences, 106(22), 8801-8807.
Jordan, N. C., Kaplan, D., Locuniak, M. N., & Ramineni, C. (2007). Predicting first-grade math achievement from developmental number sense trajectories. Learning Disabilities Research and Practice, 22(1), 36-46.
Kent, A. M. (2004). Improving teacher quality through professional development. Education, 124(3), 427.
KidsHealth. (2015). Individualized education programs (IEPs). Retrieved from http://kidshealth.org/parent/growth/learning/iep.html
Kiefer, A. K., & Sekaquaptewa, D. (2007). Implicit stereotypes, gender identification, and math-related outcomes a prospective study of female college students. Psychological Science, 18(1), 13-18.
Kumar, P., & Kumar, A. (2003). Effect of a web-based project on pre-service and service teachers’ attitude toward computers and their technology skills. Journal of Computing in Teacher Education, 19(3), 87-91.
Lawton, J., & Gerschner, V. T. (1982). A review of the literature on attitudes towards computers and computerized instruction. Journal of Research and Development in Education, 16(1), 50-55.
McCoy, L. P. (2005). Effect of demographic and personal variables on achievement in eighth-grade algebra. The Journal of Educational Research, 98(3), 131-135.
McInerney, V., McInery, D. M., Sinclair, K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11(1), 27-50.
Merriweather, M., & Tharp, M. L. (1999). The effect of instruction with graphing calculators on how general mathematics students naturalistically solve algebraic problems. Journal of Computers in Mathematics and Science Teaching, 18(1), 7-22.
National Center for Education Statistics. (2005). The Nation’s Report Card (NCES 2006-453). Washington, D.C.: Author.
National Center for Education Statistics. (2014). The Condition of Education 2014 (NCES 2014-083). Washington, D.C.: Author.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, § 115, Stat. 1425 (2002).
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., & Greenwald, A. G. (2009). National differences in gender–science stereotypes predict national sex differences in science and math achievement. Proceedings of the National Academy of Sciences, 106(26), 10593-10597.
Payan, R. M., & Nettles, M. T. (2008). Current state of English-language learners in the US k-12 student population. Retrieved from https://www.ets.org/Media/Conferences_and_Events/pdf/ELL sympsium/ELL_factsheet.pdf
Penuel, W. R. (2008). Technical Report: Analysis of Effects of MathForward TM on Student Achievement in Richardson Independent School District (RISD). Retrieved from http://tiresearchlibrary.com/Lists/TI%20Education%20Technology%20%20Research%20Library/Atta chments/148/Technical%20Report%20for%20RISD%20Achievement%20Analysis%20- %20R.pdf
Penuel, W. R., Ferguson, K., Singleton, C., Shea, S., Borelli, K., & Korbak, C. (2008). MathForward Implementation Quality Report (SRI Project P17094). Retrieved from Texas Instruments website: http://www.ti-researchlibrary.com/Lists/TI%20Education%20Technology%20%20Research %20Library/Attachments/159/Final%20Implementation%20Quality%20Report%20v3.pdf
Rovai, A. P. & Childress, M. D. (2002). Explaining and predicting resistance to computer anxiety reduction among teacher education students. Journal of Research on Technology in Education, 35(2), 226-235.
Sadik, A. (2006). Factors influencing teachers’ attitudes toward personal se and school use of computers: New evidence from a developing nation. Evaluation Review, 30(1), 86-113.
Schaar, R. (n.d.). TI MathForward improving student achievement in mathematics [Powerpoint slides]. Retrieved from http://pages.uoregon.edu/projdata/assets/Schaar_TI%20MathForward%20 for%20Oregan-SMU.ppt
Spielhagen, F. R. (2006). Closing the achievement gap in math: The long-term effects of eighth-grade algebra. Journal of Advanced Academics, 18(1), 34-59
Starkey, P., & Klein, A. (2000). Fostering parental for children’s mathematical development. Early Education & Development, 11(5), 659-680.
Tate, W. F. (1997). Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: An update. Journal for Research in Mathematics Education, 652-679.
Teo, T. (2006). Attitudes toward computers: A study of post-secondary students in Singapore. Interactive Learning Environments, 14(1), 17-24.
Texas Instrument (2015). TI MathForward program. Retrieved from http://education.ti.com/en/us/ professional-development/MathForward
Tran, N. et al. (2012). The effects of mathematics instruction using spatial temporal cognition on teacher efficacy and instructional practices. Computers in Human Behavior, 28, 340–349.
U. S. Department of Education. (2015a). Building the legacy: IDEA 2004. Retrieved from http://idea.ed.gov/
U. S. Department of Education. (2015b). Percent children with disabilities: 2012-2013. Retrieved from http://eddataexpress.ed.gov/data-element-explorer.cfm/tab/data/deid/5/
U. S. Department of Health, & Human Services (2005). Health, United States: With chartbook on trends in the health of Americans. Claitor's Law Books and Publishing Division.
Winick, M. & Lewis, J. (2007). TI-Euclid City School District MathForward Intervention 2007 Year End Report. MathForward Evaluation Series. Dallas, TX, Texas Instruments.
Woodrow, J. E. (1992). The influence of programming training on the computer literacy and attitudes of pre-service teachers. Journal of Research on Computing in Education, 25(2), 200-219.
Yildirim, S. (2000). Effects of an educational computing course on pre-service and inservice teachers: A discussion and analysis of attitudes and use. Journal of Research on Computing in Education, 32(4), 479-495.
Yoon, K. S., Duncan, T., Lee, S. W. Y., Scarloss, B., & Shapley, K. L. (2007). Reviewing the Evidence on How Teacher Professional Development Affects Student Achievement. Issues & Answers. REL 2007-No. 033. Regional Educational Laboratory Southwest (NJ1).
Yuen, H. K., Law, N., & Chan, H. (1999). Improving IT training for service teacher through evaluation. In G. Cumming, T. Okamoto & L. Gomez (Eds), Advanced research in computers and communication in education, Amsterdam: IOS Press, Vol. 2, pp. 441-448.

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