{"id":{"repo_id":"texas-state","oai_identifier":"oai:digital.library.txst.edu:10877/17721"},"canonical_url":"https://search.dev.ndltd.org/etd/texas-state/oai:digital.library.txst.edu:10877/17721","repository":{"repo_id":"texas-state","name":"Texas State University","base_url":"https://digital.library.txst.edu/server/oai/request"},"display":{"title":"The Relationship of Interactive Instructional Technology-Rich Classrooms to High-Stakes Reading, Math and Science Test Results for Fifth Grade Students","abstract":"Six categorical independent variables were identified (Gender, Economically Disadvantaged, Ethnicity, Special Education, Limited English Proficient, and Technology-rich Classroom Access) along with one dichotomous dependent variable (TAKS Pass/Fail) to determine if a relationship may exist between students having access to an interactive instructional technology-rich classroom and either passing or failing high-stakes standardized assessments in reading, math and science at the fifth grade level. Through the use of a binary logistic regression model, a statistically significant relationship was noted between students having access to this technology and passing the math and science tests. No such relationship was established for the reading test, however.","abstract_html":"Six categorical independent variables were identified (Gender, Economically Disadvantaged, Ethnicity, Special Education, Limited English Proficient, and Technology-rich Classroom Access) along with one dichotomous dependent variable (TAKS Pass/Fail) to determine if a relationship may exist between students having access to an interactive instructional technology-rich classroom and either passing or failing high-stakes standardized assessments in reading, math and science at the fifth grade level. Through the use of a binary logistic regression model, a statistically significant relationship was noted between students having access to this technology and passing the math and science tests. 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