Longitudinal Study of Classroom Connectivity in Promoting Mathematics and Science Achievement
AbstractFindings from three years of a longitudinal randomized control trial involving a national U. S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments with timely, targeted, and accurate feedback loops facilitated by CCT are likely to produce improved student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education.
NOTE: This resource is published on the AERA web site. The link above will take you to an abstract page. To view the full-text for this article, you will need to either sign-in to AERA with the appropriate membership or purchase this article.
Comments are visible to UTeachEng members only.