WHITLOWE R. GREEN COLLEGE OF EDUCATION
Doctoral Proposal Announcement
A Comparative Analysis of the Relationship between Middle School Students’ Use of
Technology and Mathematics Achievement.
(November 2015)
Thomas J. Kinlaw III, B.A., Texas Southern University;
M.A., Prairie View A&M University
Chair of Dissertation Committee: Dr. Patricia Hoffman-Miller
Teaching and learning is subjected to external influences, with external influences used as
a means of addressing issues in an educational context—particularly in a P-12 environment. Few
would argue the assertion that the 21st century educational arena continues to be influenced by
computer technology and scholastic software. The evolving role of information technology in
education affects teaching styles and instructional methodologies in urban and rural school
districts throughout the United States. Technology has a significant impact on how social media
and educational technology is integrated in all aspects of student learning—influencing how and
when students access and complete in-school and out of school assignments. Within this
narrative, the researcher explored changes imposed by technology on the development and
acquisition of mathematical skills in a rural school district in southeast Texas. More specifically,
employing quantitative research methods, the researcher explored the relationship between the
use of information technology in Mathematics classrooms and the resultant academic
achievement of middle-school students in a rural area of Texas.
The following research questions and hypotheses examined in this study were:
The research questions that guided this study were:
1. What is the difference in Mathematics achievement among sixth – eighth grade students
who used technology applications in the classroom, by race?
2. What is the difference in Mathematics achievement among sixth – eighth grade students
who used technology applications in the classroom, by gender?
Research Hypotheses:
1. Ho1: There is a statistically significant difference in Mathematics achievement among
sixth - eighth grade students who used technology applications in the classroom, by
race.
2. Ho2: There is statistically significant difference in Mathematics achievement among
sixth – eighth grade students who used technology applications in the classroom, by
gender.
Research Null Hypotheses:
1. Ho1: There is no statistically significant difference in Mathematics achievement among
sixth - eighth grade students who used technology applications in the classroom, by race.
2. Ho2: There is no statistically significant difference in Mathematics achievement among
sixth – eighth grade students who used technology applications in the classroom, by
gender.
The result of the quantitative investigation and subsequent analysis employed within this
study indicated that in response to research question one, there were statistically significant
differences in the percentage of sixth - eighth grade middle-school students achieving the state
standard for Mathematics performance between the four racial groups—African Americans,
Asians, Hispanics, and European Americans. Specifically, African American students had
significantly lower mean percent achievement (M=53.36) than their Asian and Hispanic
counterparts (M=72.89 and 65.96, respectively), but outperformed the European American
students (M=38.09). In the final analysis, Asian students had the highest mean percent of
students achieving the state MATH performance standard with a mean of 72.89. Hispanic
students had the second highest percent mean of 65.96. The analysis further revealed that there
was no statistically significant difference between the Asian and Hispanic mean percent of
students achieving the MATH passing standard. Nevertheless, both were statistically higher than
African American students (M = 53.36), and European American students (M = 34.80). The
European American students had the lowest mean percent of students who achieved the state
MATH performance standard.
The result of the quantitative investigation and subsequent analysis employed within this
study indicated that in response to research question two, there was no statistically significant
difference in the percentage of sixth and eighth grade middle-school students that achieved the
state standard for Mathematics performance between the male and female students. That is,
although female students outperformed their male counterparts, the average percentage of
achievement towards the state MATH performance standard was not significantly different, M =
61.80 and 57.71, respectively.
Date: November 16, 2015
Department: Educational Leadership and Counseling
Time: 10:00 a.m.
Location/Room: DELCO 220
Dissertation Chair:
Patricia Hoffman-Miller, Ph.D.
Dissertation Committee Members: William H. Parker, Ph.D.
Bennie Graves, Ph.D.
Kelvin Kirby, Ph.D.
Carl Gardiner, Ph.D.
Samuel Sampson, Ph.D.