Publication Date

2016

Document Type

Dissertation/Thesis

First Advisor

Summers, Kelly H.

Degree Name

Ed.D. (Doctor of Education)

Department

Department of Leadership, Educational Psychology and Foundations

LCSH

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

Abstract

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.

Comments

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

Extent

105 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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