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

Date

2010-05

Authors

Matthys, Matt A.

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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.

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Keywords

elementary education, web-based instruction

Citation

Matthys, M.A. (2010). The relationship of interactive instructional technology-rich classrooms to high-stakes reading, math and science test results for fifth grade students (Unpublished dissertation). Texas State University-San Marcos, San Marcos, Texas.

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