Dissertations

Date of Award

12-2016

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

Advisor

Dr. Bruce Bryant

Abstract

The purpose of this dissertation was to investigate the effectiveness of the combination of 1:1 computing with collaborative instructional strategies. In the first and second hypotheses, exposure to a 1:1 computing environment in a literacy classroom (participation versus no participation) and SES (participating versus not participating) were the independent variables. The dependent variable for Hypothesis 1 was positive student motivation. The dependent variable for Hypothesis 2 was positive student engagement. Hypothesis 1 revealed that the interaction between the independent variables was significant. In the two groups participating in the 1:1 Program, the students not participating in the free and reduced lunch program, in general, demonstrated a statistically higher positive student motivation compared with the students participating in the free and reduced lunch program. In addition, in the two groups participating in the free and reduced lunch program, the students not participating in the 1:1 Program, in general, demonstrated a statistically higher positive student motivation compared with the students participating in the 1:1 Program. There were no statistically significant interaction or main effect results for the second hypothesis, participation in 1:1 computing and SES on positive student engagement.

The third hypothesis determined if any predictive effects of student efficacy, 1:1 technology participation, and gender predicted literacy achievement as measured by the MAP assessment. It was discovered that SES was a significant predictor of literacy achievement. This study took place in three junior highs in Northwest Arkansas. Much of the related literature show significant findings in the ability of 1:1 computing environments to increase student achievement. The related literature also showed significance in the effects of poverty on learning.

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