Low socioeconomic status is linked to poor mathematical achievement (NCES, 2019 & Barr, 2015). Furthermore, students in rural settings exhibit mathematical incompetencies (Harmon & Wilborn, 2016). One possible remedy is adaptive learning technology (AT). These are computer programs that determine what a student already knows about mathematics (or other content areas) and then identify areas for growth to increase a student’s knowledge about a topic such as Geometry or Algebra 2. Although not necessarily taking a teacher’s place, an AT can aid the teacher by allowing multiple students to be in multiple different places all within the same classroom. This quantitative study examines the effects of AT on students’ mathematics achievement in a rural, low socioeconomic (SES) setting. A pretest is typically given to a student, and then the computer program gives the student questions and examples designed to help them grow. Also in this study is a student survey to capture the thoughts and opinions of students about their experience using AT. Students in these settings often live in tough situations with little money and challenging obstacles in their home lives. The purpose of the study was to explore the efficacy of technology used to raise mathematics achievement in low SES settings and to gain understanding regarding how students felt about the use and efficacy of mathematics because of technology. Students who used AT show mathematical achievement growth and exhibit change in perceptions of mathematics as a result of the implementation of AT.
","abstract_html":"<p>Low socioeconomic status is linked to poor mathematical achievement (NCES, 2019 & Barr, 2015). Furthermore, students in rural settings exhibit mathematical incompetencies (Harmon & Wilborn, 2016). One possible remedy is adaptive learning technology (AT). These are computer programs that determine what a student already knows about mathematics (or other content areas) and then identify areas for growth to increase a student’s knowledge about a topic such as Geometry or Algebra 2. Although not necessarily taking a teacher’s place, an AT can aid the teacher by allowing multiple students to be in multiple different places all within the same classroom. This quantitative study examines the effects of AT on students’ mathematics achievement in a rural, low socioeconomic (SES) setting. A pretest is typically given to a student, and then the computer program gives the student questions and examples designed to help them grow. Also in this study is a student survey to capture the thoughts and opinions of students about their experience using AT. Students in these settings often live in tough situations with little money and challenging obstacles in their home lives. The purpose of the study was to explore the efficacy of technology used to raise mathematics achievement in low SES settings and to gain understanding regarding how students felt about the use and efficacy of mathematics because of technology. Students who used AT show mathematical achievement growth and exhibit change in perceptions of mathematics as a result of the implementation of AT.</p>","abstract_has_math":false,"creators":["Roberts, William"],"institution":null,"degree_name":"Doctor of Education in Secondary Education - Mathematics (Ed.D)","degree_level":"Dissertation","degree_discipline":"Bagwell College of Education","degree_department":null,"school":null,"contributors":["Dr. Jihye Kim","Dr. Wendy Sanchez","Dr. Jillian Ford"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-12-14T08:00:00Z","date_published":"2023-12-14T08:00:00Z","updated_at":"2026-07-24T02:44:06Z","subjects":["Adaptive Learning Technology","Rural Education","Mathematics Achievement","Opportunity Gap","Mathematics Achievement Gap","Socioeconomic Status","Science and Mathematics Education","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.kennesaw.edu/eddsmge/22","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jihye Kim","Dr. Wendy Sanchez","Dr. Jillian Ford"]},{"key":"dc:creator","label":"Author","values":["Roberts, William"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-12-06T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Bagwell College of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Secondary Education - Mathematics (Ed.D)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adaptive Learning Technology","Rural Education","Mathematics Achievement","Opportunity Gap","Mathematics Achievement Gap","Socioeconomic Status","Science and Mathematics Education","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.kennesaw.edu/eddsmge/22"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Low socioeconomic status is linked to poor mathematical achievement (NCES, 2019 & Barr, 2015). Furthermore, students in rural settings exhibit mathematical incompetencies (Harmon & Wilborn, 2016). One possible remedy is adaptive learning technology (AT). These are computer programs that determine what a student already knows about mathematics (or other content areas) and then identify areas for growth to increase a student’s knowledge about a topic such as Geometry or Algebra 2. Although not necessarily taking a teacher’s place, an AT can aid the teacher by allowing multiple students to be in multiple different places all within the same classroom. This quantitative study examines the effects of AT on students’ mathematics achievement in a rural, low socioeconomic (SES) setting. A pretest is typically given to a student, and then the computer program gives the student questions and examples designed to help them grow. Also in this study is a student survey to capture the thoughts and opinions of students about their experience using AT. Students in these settings often live in tough situations with little money and challenging obstacles in their home lives. The purpose of the study was to explore the efficacy of technology used to raise mathematics achievement in low SES settings and to gain understanding regarding how students felt about the use and efficacy of mathematics because of technology. Students who used AT show mathematical achievement growth and exhibit change in perceptions of mathematics as a result of the implementation of AT.
"]},{"key":"dc:title","label":"Title","values":["Effects of adaptive learning technologies on mathematics achievement in low SES settings"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jihye Kim","Dr. Wendy Sanchez","Dr. Jillian Ford"],"dc:creator":["Roberts, William"],"dc:date.available":["2023-12-06T08:00:00Z"],"dc:description.abstract":["Low socioeconomic status is linked to poor mathematical achievement (NCES, 2019 & Barr, 2015). Furthermore, students in rural settings exhibit mathematical incompetencies (Harmon & Wilborn, 2016). One possible remedy is adaptive learning technology (AT). These are computer programs that determine what a student already knows about mathematics (or other content areas) and then identify areas for growth to increase a student’s knowledge about a topic such as Geometry or Algebra 2. Although not necessarily taking a teacher’s place, an AT can aid the teacher by allowing multiple students to be in multiple different places all within the same classroom. This quantitative study examines the effects of AT on students’ mathematics achievement in a rural, low socioeconomic (SES) setting. A pretest is typically given to a student, and then the computer program gives the student questions and examples designed to help them grow. Also in this study is a student survey to capture the thoughts and opinions of students about their experience using AT. Students in these settings often live in tough situations with little money and challenging obstacles in their home lives. The purpose of the study was to explore the efficacy of technology used to raise mathematics achievement in low SES settings and to gain understanding regarding how students felt about the use and efficacy of mathematics because of technology. Students who used AT show mathematical achievement growth and exhibit change in perceptions of mathematics as a result of the implementation of AT.
"],"dc:identifier":["https://digitalcommons.kennesaw.edu/eddsmge/22"],"dc:subject":["Adaptive Learning Technology","Rural Education","Mathematics Achievement","Opportunity Gap","Mathematics Achievement Gap","Socioeconomic Status","Science and Mathematics Education","Secondary Education"],"dc:title":["Effects of adaptive learning technologies on mathematics achievement in low SES settings"],"thesis:degree_discipline":["Bagwell College of Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education in Secondary Education - Mathematics (Ed.D)"]},"updated_at":"2026-07-24T02:44:06Z"}