ERIC Number: ED584053
Record Type: Non-Journal
Publication Date: 2018
Pages: 159
Abstractor: As Provided
ISBN: 978-0-3556-5185-0
ISSN: EISSN-
EISSN: N/A
Chromebook Access and the Impact on Smarter Balanced Achievement Levels
Wood, Melissa Marie
ProQuest LLC, Ed.D. Dissertation, Brandman University
Purpose: The purpose of this quantitative, experimental study was to determine if there was a significant difference in 2016 Smarter Balanced Assessment (SBA) English language arts (ELA) writing levels and ELA overall achievement levels between 7th- and 8th-grade students with and without access to Chromebooks for at least one 46-minute period of the instructional day. Question 1 compared all general education students. Question 2 compared economically disadvantaged students. Question 3 compared students who were not identified as economically disadvantaged. Methodology: The school district studied represented Title I public middle schools across the state of California both in demographics and in SBA results. The sample population included 690 7th- and 1,034 8th-grade students for Question 1. A total of 582 7th- and 878 8th-grade students represented Question 2. A total of 108 7th- and 156 8th-grade students represented Question 3. The researcher used nonparametric Mann-Whitney U tests to test for significant differences in achievement levels between students with and without Chromebook access. Any p value under .05 was declared statistically significant. Findings: Results showed that the following students who had access to Chromebooks had statistically significantly higher ELA writing and ELA overall achievement levels: 7th- and 8th-grade general education students, 7th- and 8th-grade economically disadvantaged students, and 8th-grade students not identified as economically disadvantaged. However, 7th-grade students who were not identified as economically disadvantaged did not have significantly different ELA achievement levels. Conclusions: Results show that Chromebook access benefits all students; the digital divide can potentially increase the SES achievement gap; congruency of learning and assessment tools increase student achievement on assessments; and Chromebook access for at least 46 minutes of the instructional day can increase ELA writing and overall achievement levels, as measured by the Smarter Balanced Assessment. Recommendations: It is recommended that future studies research teacher and student use of computer-based devices in the classroom and the relationship to student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
Descriptors: Access to Computers, Laptop Computers, Statistical Analysis, Language Arts, Writing Achievement, Writing Skills, Grade 7, Grade 8, Economically Disadvantaged, Comparative Analysis, Comparative Testing, Cohort Analysis, Nonparametric Statistics, Achievement Gains, Influence of Technology, Achievement Gap, Statistical Significance, Technology Uses in Education, Instructional Effectiveness, Teaching Methods
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A