The Influence of 1:1 Environments on Student Achievement in Geometry

ID: 31566 Type: Brief Paper
  1. Anthony Dove, North Carolina State University, United States

Friday, March 11 3:05-3:25 PM Location: Hermitage C

No presider for this session.

Abstract: Integration of technology into mathematics classes has generally found positive increases in engagement, motivation, and student achievement. However, little research has examined the influence of 1:1 classroom environments on student achievement of geometry. The present study investigated whether the number of years a school was 1:1 influenced the school’s Geometry End of Course exam (EOC) pass percent as well as whether the economically disadvantaged student (EDS) population’s pass percent mediated this relationship. Multilevel models indicated that the EOC Geometry pass percent significantly increased for each year a school was 1:1. Additionally, the EDS population’s pass percent served as a mediator of this relationship. The findings provide support that 1:1 classrooms have the potential to improve student achievement in mathematics over time, especially with the EDS population.


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