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The Impact of the Emath Model on Mathematics

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The Impact of the Emath Model on Mathematics THE IMPACT OF THE EMATH MODEL ON MATHEMATICS ACHIEVEMENT OF THIRD GRADE STUDENTS by VICKI MOORE-ROGERS (Under the Direction of C. Kenneth Tanner) ABSTRACT This study explored the results of a first-year pilot program of a professional development model designed for elementary mathematics teachers. The study examined third grade achievement scores of those students whose teachers participated in the program for the first year. This program modeled specific strategies for targeting mathematics computation skills with technology tools. The eMath professional development model, consisting of 30 hours of professional development, provided an instructional framework for teachers to develop and use multiple assessment strategies integrated throughout their lesson plans. The model had four major foci: creating an engaged learning environment, data-driven decisions (action research), content enhancement, and collaborative learning communities. The following question guided this research study: Did students whose teachers participated in the eMath professional development model perform statistically significantly better on standardized tests than students whose teachers did not participate in the eMath professional development model? Third grade students in elementary schools from two public school systems in Central Georgia served as the sample for this study. The research design included a posttest-only control group design with an experimental group of 232 third grade students taught by eMath trained teachers. The control group consisted of 218 third grade students whose teachers were not trained in eMath techniques. These classes were located in comparable Title I elementary schools. The independent variable in this study was teacher participation or non-participation in the eMath professional development model. The unit of analysis were the CRCT scores (totals and subtotals) of those students whose teachers participated in the training. The dependent variables in this study were CRCT mathematics scores for third grade students (totals and subtotals). After the first year of implementation, it was found that students whose teachers participated in the eMath professional development model did not perform statistically significantly better on the Criterion-Referenced Competency Test (CRCT) than students whose teachers did not participate in the eMath model. In fact, students whose teachers employed traditional instructional practices performed significantly better on six out of seven categories than those students with eMath teachers. This finding led to the question: How many hours of training are necessary to show improvement? INDEX WORDS: technology, elementary mathematics, student achievement THE IMPACT OF THE EMATH MODEL ON MATHEMATICS ACHIEVEMENT OF THIRD GRADE STUDENTS by VICKI MOORE-ROGERS B.S., Georgia College & State University, 1982 M.Ed., Georgia College & State University, 1984 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION ATHENS, GEORGIA 2005 © 2005 Vicki Moore-Rogers All Rights Reserved THE IMPACT OF THE EMATH MODEL ON MATHEMATICS ACHIEVEMENT OF THIRD GRADE STUDENTS by VICKI MOORE-ROGERS Major Professor: C. Kenneth Tanner Committee: C. Thomas Holmes William W. Swan Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia August 2005 DEDICATION This dissertation is dedicated to my family. Each member played a significant role in my completing it; and without them I know I could not have kept my sanity. I believe that a good marriage and a strong family is the origin of joy. My husband, Danny, has been my rock, best friend, and source of balance. He has consistently helped me keep perspective on what is important in our lives and how to deal with reality. His unconditional love and his belief in my success have made its completion worthwhile. My son, Matthew, was my joy and inspiration. My mother, Janette, supported and encouraged me throughout my studies. My sister, Debbie, believed in me and kept me grounded. My dad, “Pep,” would be thrilled to know that I completed this journey. I’ll be looking toward heaven when I cross the stage with the anticipation of his presence. iv ACKNOWLEDGEMENTS The writing of a dissertation can be an isolated and lonely experience. It would not be possible without the personal and practical support of several people. I would be remiss not to acknowledge those who have provided guidance and assistance to me throughout my educational career. You played a significant role in this journey, and I am grateful for you. Ms. Caroline Lundy, Dr. Andrea Hardin, and Dr. Kaye Bloodworth contributed to my decision to become a teacher. They not only modeled the role of teacher with dignity and professionalism, but they were loving sculptors in the process. Dr. Ken Tanner convinced me to enter this program and provided his expert guidance during my study. Not only was he readily available when I needed him, but he always read and responded to emails and drafts of my work. Friends are precious gifts from God, and He has blessed me with an amazing group of people with which to work. The staff at the Macon State College ETTC made my professional life a joy. Thank you all for caring and supporting me. The “gangster chicks” in my doctoral cohort will always hold a special place in my heart. v TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.............................................................................................................v LIST OF TABLES....................................................................................................................... viii LIST OF FIGURES ....................................................................................................................... ix CHAPTER 1 OVERVIEW OF THE STUDY.....................................................................................1 Introduction and Rationale ........................................................................................1 Statement of the Problem ..........................................................................................3 Statement of the Purpose...........................................................................................3 Significance of the Study ..........................................................................................4 Scope and Limitations of the Study ..........................................................................5 Research Design........................................................................................................6 Organization of the Study..........................................................................................6 2 REVIEW OF THE RELATED LITERATURE ............................................................7 Technology Availability in Schools..........................................................................8 Essential Conditions for Successful Technology Integration..................................10 Impact of Technology Integration...........................................................................14 The Benefits and the Challenges.............................................................................23 Summary .................................................................................................................31 3 DESIGN OF THE STUDY..........................................................................................33 vi Research Question...................................................................................................33 Population and Sample............................................................................................33 Instrumentation........................................................................................................35 Research Design......................................................................................................36 Statistical Treatment................................................................................................38 Summary .................................................................................................................38 4 PRESENTATION AND ANALYSIS OF DATA .......................................................39 Data Collection........................................................................................................39 Student Achievement ..............................................................................................40 5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS...............................48 Conclusions .............................................................................................................49 Lessons Learned and Recommendations ................................................................49 REFERENCES ..............................................................................................................................56 vii LIST OF TABLES Page Table 2.1: Contrasting Views of Instruction and Construction .....................................................16 Table 2.2: Harvest Park Middle School Laptop Immersion Program by Grade............................20 Table 2.3: Harvest Park Middle School Laptop Immersion Program Cohort Design by Academic Year ...............................................................................................................................21 Table 3.1: Demographic Data for Experimental and
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