Publication Date


Document Type


First Advisor

Summers, Kelly H.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Mathematics--Computer-assisted instruction; Mathematics--Study and teaching (Secondary)--Evaluation; Teacher-student relationships; High school teachers--Attitudes; High school students--Attitudes; Educational technology; Mathematics education; Secondary education


This quantitative non-experimental dissertation explores the impact of disruptive innovation theory in the form of computer-enhanced instruction (CEI) upon mathematics achievement. It also examines both teacher and student perceptions of CEI implementation in high school mathematics classrooms and the impacts of CEI upon student mathematics achievement. The study includes two cohorts of ninth grade students in a suburban public high school district located southwest of Chicago, Illinois. The study spanned the 2013-2014 and 2014-2015 school years. The first student cohort was the pre-intervention or control group and included students who were enrolled in Algebra 1, Honors Algebra 1, or Algebra 1 Support during the 2013-2014 school year. The second student cohort was the intervention group comprised of students who were enrolled in Algebra 1, Honors Algebra 1, or Algebra 1 Support during the 2014-2015 school year.


Advisors: Kelly H. Summers; Jon G. Crawford.||Committee members: Christine Kiracofe.


105 pages




Northern Illinois University

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