Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Yu, Chien

Committee Member

Okojie, Mabel C.P.O.

Committee Member

Shin, Seungjae

Committee Member

Wallin, Penny

Committee Member

Yu, Wei-Chieh Wayne

Date of Degree

12-9-2022

Document Type

Dissertation - Open Access

Major

Instructional Systems and Workforce Development

Degree Name

Doctor of Philosophy (Ph.D)

College

College of Education

Department

Department of Instructional Systems and Workforce Development

Abstract

Mobile and other internet-connected devices infiltrate society, including K-12 classrooms. A large body of research indicated that these devices might distract students; however, other studies have revealed many benefits when the devices are used for educational purposes. This study aimed to examine the relationships between the use of mobile devices and student performance in mathematics (MA) and English Language Arts (ELA). The study compared two districts, one that had implemented a 1:1 technology infrastructure for learning and one that had not. Archival data on the Mississippi Academic Assessment Program (MAAP) standardized test were accessed from the two districts, containing fourth-grade students' MA and ELA scores from the assessment. Additional data included students' gender and i-Ready diagnostic test scores in the 1:1 technology district. One-way analysis of variance (ANOVA) tests revealed that MAAP MA scores were significantly higher for students in the 1:1 technology district than for students in the non-technology district. However, no difference was found in students' ELA scores. A Pearson's rho correlation analysis indicated a significant association between i-Ready and MAAP MA and ELA scores for students in the 1:1 technology district. Linear regression analysis revealed that gender explained a small but significant variance in MAAP ELA scores across the two districts. The study provided mixed results for using mobile devices for student learning. Students may benefit more from mobile technology in mathematics than in ELA, possibly because specific mathematics skills can be isolated, taught, and practiced using technology. Additionally, because this study took place during the COVID-19 pandemic, future research should attempt to focus on mobile technology and its presence post-COVID-19. Finally, more research should explore making the most effective use of technology solutions to support student learning.

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