Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement
1
Texas A&M University
Publication date: 2016-12-14
Corresponding author
EURASIA J. Math., Sci Tech. Ed 2017;13(3):815-833
KEYWORDS
TOPICS
ABSTRACT
Background:
MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom.
Material and methods:
The present study examined all students’ mathematics growth from 2012 to 2013 and observed how students’ mathematics scores changed after their school implemented the MathForward program. The sample consisted of two years of the State of Texas Assessments of Academic Readiness (STAAR) test data for a total of 563 students. The participants took the first STAAR examination in 2012 at the end of 7th grade and took the second examination in 2013 at the end of 8th grade.
Results:
In general, regardless of background or student characteristic, pupils increased their mathematics STAAR test scores statistically significantly (p < .05) with the Cohen’s d effect size of 0.26.
Conclusions:
Properly implemented, MathForward could be useful in raising the mathematics achievement of students.
MathForward is a program that provides teacher professional development and integrates the use of technology as a tool in the classroom.
Material and methods:
The present study examined all students’ mathematics growth from 2012 to 2013 and observed how students’ mathematics scores changed after their school implemented the MathForward program. The sample consisted of two years of the State of Texas Assessments of Academic Readiness (STAAR) test data for a total of 563 students. The participants took the first STAAR examination in 2012 at the end of 7th grade and took the second examination in 2013 at the end of 8th grade.
Results:
In general, regardless of background or student characteristic, pupils increased their mathematics STAAR test scores statistically significantly (p < .05) with the Cohen’s d effect size of 0.26.
Conclusions:
Properly implemented, MathForward could be useful in raising the mathematics achievement of students.
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
