Effects of Technology to Maximize Student Engagement and Achievement

Sybil Bladon

EDIT 677- Assessment Technology and Learning Analytics

Dr. Jeremy Dickerson

April 30, 2018

Table of Contents
 Technology Affects Math 1

Introduction………………………………………………………………………..2

Review of Literature……………………………………………………………….4

Methodology………………………………………………………………………...7

Analysis……………………………………………………………………………..10

Findings……………………………………………………………………………..13

Chapter 1 Introduction
 Technology Affects Math 2

Technology continues to advance our society everyday whether it was creating fire by

knocking two rocks together, building machines to make products faster and easier, creating

things digitally or connecting the world by the internet. In the last few decades, the education

system in the United States has taken a stance towards technology integration within the

classrooms. In the last five years the iPad and chromebooks have been introduced to the

classroom in hopes of enhancing the skills needed in the workplace. Children are becoming

active learners through the integration of technology. Technology is being introduced as early as

the age of younger than a year old, leaving many asking the questions: is it beneficial as a

learning tool or recreational use only? Are we pushing technology so heavily that our students

are becoming dependent on it to fill their time in return lacking the educational benefits?

Researchers hope to answer these questions and provide teachers with ways to make integrating

technology meaningful for student’s learning.

The significance of the problem in this study is to validate how effective technology is as

a learning tool in the math classroom. This will help educators become more aware of the

effectiveness of their math applications and if we should find other ways to teach math concepts.

Many teachers believe the only way to teach math is by using paper and pencil along with

working twenty to hundred problems until the skill is mastered. This is not the way our world nor

students are evolving and neither should our math. The researcher will attempt to change the

view of math instruction from traditional to modern to meet the needs of our evolving students.

In this study, the researcher will attempt to answer the following questions and report the

findings from a formative chapter test students will take at the end of a measurement and data

unit. Students in the high RIT band on MAP will receive instruction from Khan Academy while

the students in the middle and low RIT bands on MAP will receive instruction from the teacher
 Technology Affects Math 3

daily. Question(s) in this study are: How can I use technology to maximize student engagement

and achievement in the math classroom? The researcher looks forward to bringing to light the

benefits technology can have on math and other core academic subjects.

Chapter 2 Review of Literature

 Technology Affects Math 4

Technology has been a growing element of society for many years. Technology has

become a valuable tool in the classroom to teach core subjects with placing an emphasis on

mathematical practices. Research has found integrating technology with math instruction allows

students to gain a deeper understanding of concepts by activating higher order thinking skills,

engage and motivate students to learn. “Technology is essential in teaching and learning

mathematics; it influences the mathematics that is taught and enhances student learning” (Alagic,

2003, p.382). When used appropriately, technology can maximize engagement and instruction in

the elementary grades because technology provides learning material in various ways and helps

teachers to reach auditory, visual, and tactile-kinesthetic learners. Technology tools integrated

with math are designed to increase engagement, motivation, and learning.

Numerous studies have shown the positive correlation of using technology to enhance

student learning and mathematics achievement. SRI International with the U.S Department of

Education conducted a research project that looked at nine schools incorporating technology in

ways that supported education reform. They reported on the effects the technology had on the

student’s learning. They found that the student’s role switches to becoming an active role rather

than a passive role. Students were actively making choices in their learning. Teachers saw

increased motivation and self esteem among students. One fifth grade teacher quoted

“Technology is the ultimate carrot for students. It's something they want to master. Learning to

use it enhances their self-esteem and makes them excited about coming to school ” (SRI

International). Another teacher quoted that “The computer has been an empowering tool to the

students. They have a voice and it's not in any way secondary to anybody else's voice. It's an

equal voice. So that's incredibly positive. Motivation to use technology is very high” (SRI

International). Teachers reported that students were able to handle more complex tasks and high
 Technology Affects Math 5

order thinking skills. Technology allows the students to focus on the deeper conceptual

knowledge of the task rather than the time needed to focus on making the visual representation.

Another study supports the findings from the SRI International study. Several teachers in “Active

Learning in the Math Classroom” flipped their classroom to create active learners. Students in

these classrooms are using Khan Academy, Edpuzzle and Flipgrid to deepen their understanding

of math. Marum states (2018), “Personalizing learning truly empowers students to be self-

regulated learners,” and “When students are offered interest-based choices, given self-paced

boundaries to demonstrate mastery, and are using multiple modalities of creating new

knowledge, this empowerment naturally begets engagement” (p. 27-28). One student increased

their SAT scores by 200 points using Khan Academy. The flipped classroom has allowed

teachers to personalize instruction and fill in holes students are missing. Borth studies show

positive correlation in student’s attitudes towards learning when integrating technology.

Many teachers have integrated technology in hopes to close the achievement gap.

Teachers see technology as a tool to personalize instruction to fill holes of learning students are

missing. Several teachers from different schools have seen a positive correlation in cognitive

growth. “Math Instruction + Ed Tech Tools=Success” discusses several ways teachers have

integrated technology to improve learning. Principal Randy Shuler of Sanford Middle School has

implemented blended learning for math instruction. The students have flexible rotations for

targeted instruction. Students rotate between working with a math program online, hands-on-

learning and small group instruction. A student in a an intensive math class saw great

improvement on standardized testing. Shuler says (2017), “This student jumped 2 levels on his

standardized testing and is enrolled in advanced courses this year” (p.32). Another study

examined the effects of multiplication fact fluency through technology. One group of students
 Technology Affects Math 6

used the detect-practice-repair (DPR) intervention to study their facts. Another group of students

used The Math Drills app to study their multiplication facts. Students completed a Mad Minute

every three days for three weeks. Researchers stated, “The ipad intervention resulted in

substantially higher response rates than the DPR intervention for all students” (Musti-Rao &

Plati, 2015, p.433). Researchers also stated, “Students were responding at an increasingly higher

rate during each consecutive session with an average of 18.5 responses per minute by the eighth

session, in comparison with only 8.5 responses per minute in the DPR condition” (Musti-Rao &

Plati, 2015, p.431). Math teachers agree that students must be fluent in their facts in order to

complete higher-level thinking skills. When students are fluent they are able to concentrate and

understand the conceptual knowledge at hand rather than base level understanding of how to

complete the task. Research from the three studies presented imply that an integration of

technology can lead to a positive impact on students’ cognitive growth of mathematics.

The use of technology in the classroom can provide a powerful tool for teachers to reach

students on various different levels and in many different ways. It can provide students with a

different outlet, other than paper and pencil to be successful in their academic area which to a

student may be everything. When properly carried out, technology allows teachers and students

to focus on deep conceptual understanding of mathematics.

Chapter 3 Methodology

This chapter will revisit the purpose of the research. It will describe participants who will

be participating in the research. Next, it will address instruments used in the research and how

data will be collected. Then, the researcher will explain their research method and its purpose.
 Technology Affects Math 7

Last, the researcher will explain assumptions and limitation that will need to be considered for

the research.

The purpose of this study is to examine how can I use technology to maximize student

engagement and achievement in the math classroom? The participants in this study focus fourth

grade students from Mathews Elementary School. Participants in my study consists of twenty-

one fourth grade students ranging in age nine to ten years old. The participants in this study come

from the following ethnic backgrounds: White American, Black or African American, and

Hispanic. These participants also come various socio-economic backgrounds ranging from high,

middle and low class along with various home backgrounds.

The research method is based on quantitative research. The study will examine whether

technology has a positive impact on student’s learning compared to a traditional lesson of

instruction. It will allow for exploratory research on the topic to gain guidance on how math

instruction is affected by technology advances in our schools. It will hopefully give insight into

student behavior and if technology is beneficial for every student for instruction.

An instrument used in the research will be a formative assessment used from the

school’s math curriculum. The district has adopted MyMath by McGraw Hill to use for math

instruction. The curriculum has an assessment book for teacher’s to choose from various forms

of the unit test to use throughout the unit and at the end of the unit. The researcher will collect

data from a formative Chapter Test given to students at the end of the Measurement and Data

unit. The student’s scores will be analyzed and compared by how they did to how they received

instruction throughout the unit. I have eight students who receive direct instruction everyday. I

have seven students who receive direct instruction three days a week. I have six students who

receive direct instruction two days a week. Students who see me two to three days a week
 Technology Affects Math 8

receive instruction from Khan Academy. Each Khan Academy lesson is set up to introduce a

concept, next provide guided practice then ends with independent practice as a checkpoint. Khan

Academy was chosen because they provide lessons on content aligned with the state standards

and what is being taught in class. They are also designed based on how each lesson is designed

in the classroom with an introduction, guided practice and ends with independent practice.

Scores will be compared with students who receive instruction everyday to students who receive

instruction two or three days a week. The researcher will look to see if there is a positive

correlation between scores and instruction delivered with technology versus direct instruction

from the teacher.

The study will recognize there are influential factors that may affect the success of math

instruction using technology. The researcher will be looking at strategies educators can use in

hopes to have a positive effect of math instruction integrating technology. The researcher notes

that maturation is a limitation to the study. A student’s attitude towards technology use can

determine their success. Some students in the study may still see technology as a tool for play

rather than a tool to enhance their learning. Another limitation the researcher notes is a student’s

attitude toward their education. Some students in the study may not take their education seriously

compared to other students. As a result, they will not take the instruction from Khan Academy

seriously compared to receiving instruction from the teacher. The researcher will encourage,

monitor and keep a positive attitude towards students and the study. The researcher also notes

that the measuring tool may break during the study. The researcher will have other links students

can visit to receive instruction and backup devices for the students to use.

The purpose of this chapter was to explain the purpose of this study, describe research

participants, explain the instrument(s) being used in the study, how data will be collected, and
 Technology Affects Math 9

provide an explanation of assumptions and limitations of the study. The study will analyze

student responses by looking for patterns and comparing them to see if there is a positive

correlation between instruction and technology. The study hopes to provide more insight on

teacher and student’s attitudes towards integrating technology to enhance student learning.

Chapter 4 Analysis

The purpose of this study is to examine how I can use technology to maximize student

engagement and achievement in the math classroom. An instrument used in the research will be

a formative assessment used from the school’s math curriculum. The district has adopted

MyMath by McGraw Hill to use for math instruction. The curriculum has an assessment book for
 Technology Affects Math
10

teacher’s to choose from various forms of the unit test to use throughout the unit and at the end

of the unit. The researcher will collect data from a formative Chapter Test given to students at

the end of the Measurement and Data unit. The student’s scores will be analyzed and compared

by how they did to how they received instruction throughout the unit.

There were twenty-one students who volunteered to participate in the study. The

students’ who participated in this study are presented in Table 1.

Table 1. Student Participants.

Students who receive instruction everyday-3 Students who receive instruction two days a
days a week week

Student 1 Student 9

Student 2 Student 10

Student 3 Student 11

Student 4 Student 12

Student 5 Student 13

Student 6 Student 14

Student 7 Student 15

Student 8 Student 16

Student 17
Student 18

Student 19

Student 20

Student 21

Table 2 presents students’ results after receiving instruction on Measurement and Data.

Table 2. Students’ Results

 Technology Affects Math
11

Students who receive instruction everyday-3 Students who receive instruction two days a
days a week week

Student 1-40/U Student 9-80/B

Student 2-40/U Student 10-70/C

Student 3-50/U Student 11-60/D

Student 4-80/B Student 12-80/B

Student 5-70/C Student 13-90/A

Student 6-60/D Student 14-70/C

Student 7-80/B Student 15-40/U

Student 8-50/U Student 16-80/B

Student 17-60/D

Student 18-50/U

Student 19-70/C

Student 20-60/D

Student 21-80/B

The numbers may seem miscued because the groups aren’t equal in participants but

remember they are designed by the student’s achievement levels on MAP as discussed in

Chapter 3 of the paper. The table shows that students who received instruction everyday had a

variety of scores. Two students scored a “B”, one student scored a “C”, one student scored a “D”

and four students scored a “U”. Students who received instruction two to three days a week also

had a variety of scores. One student scored an “A”, four students scored a “B”, three students

scored a “C”, three students scored a “D”, and two students scored a “U”. The results do not

show a positive correlation between technology and math instruction. Students in both groups
 Technology Affects Math
12

scored about the same. There were five students who scored a “D” or a “U” in both groups.

Three students who receive instruction everyday scored a “B” or a “C” which is only close to

half of the students who scored a “B” or “C” who receive instruction two to three times a week

which is seven. The same results are for students in who scored a “U” in both groups. There is

not a significant difference between scores in the groups to say that technology increases student

engagement and achievement.

Chapter 5 Findings

Everyday teachers are being thrown new apps, sites, software, etc. to use to increase

student engagement and achievement across all core subject areas. The teacher is responsible for

choosing appropriate and meaningful technology tools to increase student engagement and

achievement. As technology continues to be instilled into the curriculum, educators must

continue to seek ways in which technology tools, can best meet learning goals and objectives

(Clarke, 2009, p.10) Technology is not the be all answer to meet the needs of students. As we

can see from my study, technology had no effect on some student’s achievement. Some or

probably a majority of our student’s do not view technology as a learning tool. Students see
 Technology Affects Math
13

technology as a way to play games and have fun since that is what occupies majority of their

time outside of school. As professionals we have to start training our student’s minds when they

enter kindergarten to view technology as a learning tool. I have decided that my students who are

eager and motivated to learn will benefit and can receive instruction from technology compared

to those students who aren’t. Moving forward from this study my students who are intrinsically

motivated to learn will continue using technology as a learning tool. My other students will

receive more guidance from me in small groups as how to view technology as a learning tool.

They will no longer complete certain tasks independently. Additional questions for future inquiry

are: Does technology really make a difference for those students who are already motivated to

learn? Are kids using technology too much inside and outside of school that it doesn’t have an

effect on learning? Are students using technology at too young of an age to really understand its

benefits? Our students are engrossed by technology every minute of their day. They do not know

a world without. They see it is a right rather than a privilege so they do not understand it’s worth.

References

Alagic, M. (2003). Technology in the Mathematics Classroom: Conceptual Orientation. Journal

Of Computers In Mathematics & Science Teaching, 22(4), 381-399.

Clarke, P. A. J., & Kinuthia, W. (2009). A Collaborative Teaching Approach: Views of a Cohort

of Preservice Teachers in Mathematics and Technology Courses. International Journal of

Teaching and Learning in Higher Education, 21(1), 1-12.

International, SRI. Effects of Technology on Classrooms and Students. Retrieved from

https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html
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Musti-Rao, S. s., & Plati, E. (2015). Comparing Two Classwide Interventions: Implications of

Using Technology for Increasing Multiplication Fact Fluency. Journal Of Behavioral Education,

24(4), 418-437.

Smith, T. (2018). ACTIVE LEARNING IN THE MATH CLASSROOM. Tech & Learning,

38(7), 26-28.

Smith, T. (2017). MATH INSTRUCTION + EDTECH TOOLS = SUCCESS. Tech & Learning,

37(6), 24-33.