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Low SES Student Achievement: A Quantitative Study of Technology-Enabled Active Learning in Secondary STEM Courses

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Title: Low SES Student Achievement: A Quantitative Study of Technology-Enabled Active Learning in Secondary STEM Courses
Language: English
Authors: Mayled, Lindy Hamilton
Source: ProQuest LLC. 2018Ph.D. Dissertation, Grand Canyon University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 354
Publication Date: 2018
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools
Descriptors: STEM Education, Teaching Methods, Active Learning, High School Students, Academic Achievement, Educational Technology, Urban Schools, Scores, Control Groups, Experimental Groups, Intervention, Correlation, Low Income, Disadvantaged Schools, Low Achievement, Achievement Gains, Instructional Effectiveness, Constructivism (Learning), Technological Literacy, Pedagogical Content Knowledge, Secondary School Teachers
Abstract: This retrospective, quantitative, causal-comparative study was conducted to understand if there was a statistically significant difference in student achievement (gain scores and pass/fail rates) between low SES STEM students who received increased technology-enabled active learning (TEAL) instructional techniques and low SES STEM students who did not. To answer the study questions, student gain scores and pass/fail reports were reviewed for 343 high school students at an Urban Title One High School in the Southwestern United States. The results from an independent-samples t-test on student gains scores showed that the control group scored lower on the Galileo gain scores (M = 6.58, SD = 8.28) than the intervention group (M = 10.67, SD = 8.04), a statistically significant difference, M = -4.09, 95% CI [-5.84 to -2.35], t(341) = 4.61, p < 0.001. The results of a chi-square test on the cohort group and pass/fail rates demonstrated a statistically significant association between the cohort group (control or intervention) and the pass/fail rates of students &khgr;2(1) = 4.157, p = 0.041. The results suggest that implementation of TEAL instructional techniques could be beneficial in improving academic achievement for low SES STEM students and support the theoretical frameworks of TPACK and Constructivism pedagogy in low SES STEM classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10838919
Accession Number: ED587852
Database: ERIC
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  Data: Low SES Student Achievement: A Quantitative Study of Technology-Enabled Active Learning in Secondary STEM Courses
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  Data: This retrospective, quantitative, causal-comparative study was conducted to understand if there was a statistically significant difference in student achievement (gain scores and pass/fail rates) between low SES STEM students who received increased technology-enabled active learning (TEAL) instructional techniques and low SES STEM students who did not. To answer the study questions, student gain scores and pass/fail reports were reviewed for 343 high school students at an Urban Title One High School in the Southwestern United States. The results from an independent-samples t-test on student gains scores showed that the control group scored lower on the Galileo gain scores (M = 6.58, SD = 8.28) than the intervention group (M = 10.67, SD = 8.04), a statistically significant difference, M = -4.09, 95% CI [-5.84 to -2.35], t(341) = 4.61, p &lt; 0.001. The results of a chi-square test on the cohort group and pass/fail rates demonstrated a statistically significant association between the cohort group (control or intervention) and the pass/fail rates of students &amp;khgr;2(1) = 4.157, p = 0.041. The results suggest that implementation of TEAL instructional techniques could be beneficial in improving academic achievement for low SES STEM students and support the theoretical frameworks of TPACK and Constructivism pedagogy in low SES STEM classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 354
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Active Learning
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Urban Schools
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      – SubjectFull: Scores
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      – SubjectFull: Control Groups
        Type: general
      – SubjectFull: Experimental Groups
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      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Low Income
        Type: general
      – SubjectFull: Disadvantaged Schools
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Secondary School Teachers
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      – TitleFull: Low SES Student Achievement: A Quantitative Study of Technology-Enabled Active Learning in Secondary STEM Courses
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