The Relationship of Interactive Instructional Technology-Rich Classrooms to High-Stakes Reading, Math and Science Test Results for Fifth Grade Students

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.

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Education

Grantor

Texas State University-San Marcos

Year dc:date.issued

2010

Author dc:creator

• Matthys, Matt A.

Advisor dc:contributor.advisor

• Beck, John J.

Committee members dc:contributor.committeemember

• Boone, Michael D.
• Reardon, Robert F.
• Stephens, Elizabeth

• instructional technology
• learning
• fifth-grade students

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10877/17721

OAI identifier oai:identifier

oai:digital.library.txst.edu:10877/17721