Date of Award
8-28-2021
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Timberly Baker
Committee Members
Julie Lamb-Milligan; LaToshia Woods; Tonja Fillippino
Call Number
LD 251 .A566d 2021 T37
Abstract
The importance of reading and the need for effective reading skills are a continued focus throughout a student’s academic career. Arkansas' summative measurement instrument by which student growth and performance are measured, the American College Testing (ACT) Aspire Assessment, indicates reading achievement of high school students has declined (Department of Elementary and Secondary Education [DESE], 2018). Arkansas students’ performance aligns with scores on the National Assessment for Educational Progress (NAEP) assessment which also indicates a decline in scores from the 2017 assessment to the 2019 assessments (NAEP, 2019). This quantitative study focused on the impact of one-to-one technology on tenth grade Arkansas students’ reading scores on the ACT Aspire Assessment. Descriptive statistics for the 2018-2019 testing year indicated tenth grade students from one-to-one technology schools, combined population and all subgroups, achieved a higher percentage of reading readiness on the ACT Aspire Assessment when compared to scores of tenth grade students in traditional schools. For the 2017-2018 testing year, descriptive statistics indicated a higher percentage of female and African American students in one-to-one schools achieved readiness in reading on the ACT Aspire Assessment than students in traditional schools. Analysis of Variance (ANOVA) results indicated no statistical significance between groups with the exception of males in one testing year. Findings for each of the research questions were inconclusive, and the null hypothesis for each research question was neither accepted nor rejected. Recommendations from the study are that educational leaders, when implementing one-to-one technology initiatives, must be intentional regarding a plan for the results they are seeking to achieve. Second, school administrators should survey teachers to determine the range of technological abilities that exist among staff prior to implementing one-to-one technology. Third, the amount of time (days/hours) and quality of professional learning teachers received prior to implementing one-to-one technology into daily instruction must be ascertained. Findings from the study will provide schools and districts with information to aid in the decision-making process when considering technology initiatives. Findings will also serve as a springboard to facilitate further investigation into the impact of one-to-one technology on students’ standardized achievement scores.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Tarkington, Karla Ann, "Impact Of One-To-One Technology on High School Students’ Act Aspire Reading Scores" (2021). Student Theses and Dissertations. 319.
https://arch.astate.edu/all-etd/319
