Date of Award

Winter 12-14-2023

Degree Type

Dissertation

Degree Name

Doctor of Education in Secondary Education - Mathematics (Ed.D)

Department

Bagwell College of Education

First Advisor

Dr. Jihye Kim

Second Advisor

Dr. Wendy Sanchez

Third Advisor

Dr. Jillian Ford

Abstract

Low socioeconomic status is linked to poor mathematical achievement (NCES, 2019 & Barr, 2015). Furthermore, students in rural settings exhibit mathematical incompetencies (Harmon & Wilborn, 2016). One possible remedy is adaptive learning technology (AT). These are computer programs that determine what a student already knows about mathematics (or other content areas) and then identify areas for growth to increase a student’s knowledge about a topic such as Geometry or Algebra 2. Although not necessarily taking a teacher’s place, an AT can aid the teacher by allowing multiple students to be in multiple different places all within the same classroom. This quantitative study examines the effects of AT on students’ mathematics achievement in a rural, low socioeconomic (SES) setting. A pretest is typically given to a student, and then the computer program gives the student questions and examples designed to help them grow. Also in this study is a student survey to capture the thoughts and opinions of students about their experience using AT. Students in these settings often live in tough situations with little money and challenging obstacles in their home lives. The purpose of the study was to explore the efficacy of technology used to raise mathematics achievement in low SES settings and to gain understanding regarding how students felt about the use and efficacy of mathematics because of technology. Students who used AT show mathematical achievement growth and exhibit change in perceptions of mathematics as a result of the implementation of AT.

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