Date of Award

Spring 5-6-2022

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Center for Leadership & Learning

College

College of Education

Committee Chair

Steve Bounds

Second Committee Member

Ellen Treadway

Third Committee Member

Joe McClung

Program Director

John Freeman

Dean of Graduate College

Linda Bean

Abstract

Abstract

STUDENT ENGAGEMENT WITH ONE-TO-ONE DEVICES IN THE CLASSROOM AND READING ACHIEVEMENT

Jennifer Hignite

Archived student reading achievement data and teacher perceptions of a one-to-one technology implementation were studied at a small, rural public school in northwest Arkansas. This study looked at data collected prior to and during an unprecedented time in education, the COVID-19 pandemic. The purpose of this study was to determine if a one-to-one computer program impacted student achievement, specifically in reading. This study also utilized teacher survey and interview data to determine whether additional factors can contribute to student reading achievement. Results from the archived student reading achievement data showed the mean growth for student achievement decreased from the 2018-2019 school year to the 2020-2021 school year. During the 2018-2019 school year, Sample School did not have a one-to-one device program. The program was implemented during the 2020-2021 school year. The data shows that from two years prior to implementation to the year of the one-to-one device implementation, student achievement decreased. Results showed a statistically significant difference between school year and reading growth as well as cohort and reading growth, but there was no statistically significant difference when socioeconomic status and gender were taken into consideration. Additionally, the results indicate multiple factors, not just technology, can affect student achievement and COVID-19 is a factor that must be considered when looking at the results of this study.

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