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Education and Human Development Master's Education and Human Development

Theses

8-2008

Technology : The Positive And Negative Effects On Student

Achievement
Jennifer Lyn Flanagan
The College at Brockport

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Education and Human Development Master's Theses. 254.
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 Technology: The Positive and Negative Effects on Student Achievement and the

Various Types of Teclmology that Increase a Student's Ability to do Work

by

Jennifer Lyn Flanagan

A thesis submitted to the Department of Education and Human Development of the

State University of New York College at Brockport in partial fulfilhnent of the

requirements for the degree of Master of Science in Education

August, 1. 2008

(
Technology: The Positive and Negative Effects on Student Achievement and the

Various Types of Technology that Increase a Student's Ability to do Work

by

Jennifer Lyn Flanagan

APPROVED BY:

&w_.~ll~V~
Advisor
 Abstract

Technology is the technical means people use to improve their surroundings. People

use technology to improve their ability to do work. Clas.srooms around the world

have implemented many forms of technology to enhance student interest and

achievement. One form of technology that is common to math classrooms is the

graphing calculator. One eighth grade math class of nineteen students from an urban

middle school was taught a unit on Solving Systems of Equations by Graphing. The

unit was implemented with and without the use of the graphing calculator. Students

were first introduced to the unit through the use of pencils and graph paper. All the

graphing was done by hand and students had to determine the solutions of the systems

of equations by proper graphing techniques. The students were then tested at the end

of the unit. Students were then given the same unit but were now able to use the

graphing calculator as a means to enhance their learning of Solving Systems of

Equations through graphing. Students were then tested again but this time they were

able to use the graphing calculator during the test. Student achievement for the unit

had risen and grades on the assessments had increased due to the presence of

technology. Student engagement and interest had also increased due to the presence

of technology.
 Table of Contents
Chapter One: Introduction ........................................................................................... 1

Chapter Two: Literature Review ................................................................................. 3

Chapter Three: Applications and Evaluation ............................................................. 11

_Introduction ............................................................................................................... 11
_Participants ................................................................................................................ 11
_Procedures of Study .................................................................................................. 12
_Instruments for Study ................................................................................................ 13

Chapter Four: Results ................................................................................................ 15

_Academic Data Analysis ........................................................................................... 15
_Summary ................................................................................................................... 18

Chapter Five: Conclusions and Recommendations ................................................... 20

_Discussion ................................................................................................................. 20
_Recommendations for Future Research .................................................................... 20
_Action Plan................................................................................................................ 22
_Conclusion ................................................................................................................ 23

References ................................................................................................................... 25

Appendix A: Informed Consent Form (Minors) ........................................................ 26

Appendix B: Informed Consent Form (Parent) ......................................................... 28
Appendix C: Technology Survey (student response) ................................................ 30
Appendix D: Results from technology survey ........................................................... 31
Appendix E: Unit Plan without the Use of Calculators ............................................. 34
Appendix F: Unit Plan with the Use of Calculators ................................................... 39
Appendix G: Test Used to Determine Test Scores .................................................... 40
Appendix H: Miscellaneous Worksheet Used During Units ............................. .44

11
 List of illustrations-Figures

Figure 1: A chart displaying the test scores for each student without the use of
graphing calculators ............................................................... .15

Figure 2: Test results without the use of graphing calculators (using ID numbers) .. .16

Figure 3: Test results with the use of graphing calculators (using ID numbers) ...... 17

Figure 4: Comparison oftest scores for each student (using ID numbers) ............. 18

11
 Chapter One: Introduction

Technology is the technical means people use to improve their surroundings.

People use technology to improve their ability to do work. Classrooms around the

world have implemented many forms of technology to enhance student interest and

achievement. The NCTM Position Statement (1996) states:

"Research and experience have clearly demonstrated the potential of

calculators to enhance students' learning in mathematics. The cognitive gain in

number sense, conceptual development, and visualization can empower and

motivate students to engage in true mathematical problems solving at a level

previously denied to all but the most talented. The calculator is an essential tool for

all students in mathematics. "

Technology can be seen in many forms. From the basic four function calculator or

graphing calculator to assistive technology for students with learning disabilities.

"Technology is a major catalyst for increasing learning" (lsernhagen, 1999, 30).

Much has been written about how to use technology to increase student achievement.

A number of new technologies are emerging to support and enhance learning in our

schools. Many of these technologies are not used to replace traditional teaching

methods, but instead used as simple methodologies to enhance student learning

(Riley, Beard and Strain, 47).

Research has shown both positive and negative affects on student achievement

through the implementation of technology. This area of research is very significant

due to the changing world of technology. Teachers and administrators are constantly

1
searching for new ideas to make classrooms more technology-friendly. Mastering

technology can transform a classroom (Davis, 1997, 49). Can we make better

students through the use of technology? "Skills cannot be acquired through simply

teaching facts but, instead, can be acquired by providing the learner with an

opportunity to interact with the content, define learning goals, and explore new

understandings through authentic, challenging tasks" (Isernhagen, 1999, 30). The

purpose of this study is to compare the affects that technology has on student

achievement. More specifically, the areas of inquiry include positive and negative

affects on student achievement and the various types of technology that can increase

or decrease a student's ability to do work in the classroom.

2
 Chapter Two: Literature Review

Various studies have sought to determine the affects of the use of technology

on student achievement. Studies have found both positive and negative affects of

technology on student achievement. The ideal goal for educators is to implement

technology in the classroom and see definite positive affects on student achievement.

Jlllle Jones from the University of Georgia conducted a study on problem-solving

using graphing calculators. The purpose of the study was to see how the use of

graphing calculators affected problem-solving (Jones, 1997, 1). Fifty-six students

were chosen from three freshman pre-calculus algebra classes at Macon College.

Their ages ranged from 18 to 68 and the only prerequisite for the course was high

school Algebra II or College Developmental Studies Algebra. The survey consisted

of three parts. Part I was a series of personal information questions. Part II was an

attitude survey and Part III consisted of six problems complete with instructions

(Jones, 1997, 3). Each of the six questions was analyzed in relation to difficulties and

the students were also asked for each question if they used a calculator. The results

of the survey indicated that problems that involved easy arithmetic, students did not

use the calculator or in some cases students just used the calculator to mainly check

their answers. Question six had involved a question with domain and range and

asked the students to produce a graph of the function. The students that used the

graphing calculator were apparent because they produced a solid line when in turn

they were just asking for five sets of points. Those forty students were obviously

lacking comprehension of what the problem was asking and instead relied on the

3
calculator for a response. This study found that students do not instinctively use and

understand graphs just because they have a graphing calculator (Jones, 1997, 5).

Students had seemed to just rely on the calculators for checking basic arithmetic.

Technology is a great tool to enhance student achievement, but is it actually

being used in classrooms and is it being used properly? A study conducted by Eric

Milou in 1997 examined whether algebra teachers were currently using graphing

calculators in their classrooms, their perceptions toward the technology, and any

changes in the curriculum or instructional practices. The participants in the study

were high school and middle/junior high school teachers in a large northeastern US

city (Milou, 1997, 2). The region was selected solely because of its diverse

population, including urban and suburban schools. The study involved surveys that

were to be completed by teachers in the 51 out of 61 school districts that were asked

to participate. Of the 243 surveys, 146 were returned, for an average return rate of

60% (Milou, 1997, 2). The findings indicated that the use of the graphing calculator

is still controversial to many algebra teachers. The majority of the teachers did

respond in saying that the graphing calculator is a great motivational tool for students

(Milou, 1997, 4). The study also found that the successful integration of the graphing

calculator into the mathematics classroom cannot take place without the aid of

enthusiastic teachers. Teachers' perceptions of the graphing calculator and its use in

the classroom are paramount (Milou, 1997, 4).

Garthwait and Weller (2005) conducted a study on the effects of one-to-one

computing in constructing curriculum and delivering instruction. More than 17,000

4
seventh grade students and their teachers in 243 middle schools received laptops. The

researchers had sought to examine the effects of using laptops in the classroom. The

study also looked into examining the facilitators and barriers for teachers using

laptops in the classroom (Garthwait and Weller, 2005, 362). The study found that

students were more willing to think through conceptual mistakes and make the

requisite changes on their laptops. Teachers found themselves conducting brief and

clear introductions so that students could quickly begin using their laptops to

complete the active learning assignments (Gathwait and Weller, 2005, 362). This

study provides evidence that students are more eager to learn due to the presence of

the laptop. Motivation is the key to students increased ability to learn and promote

academic achievement. In Harold Wenglinsky's National Study of Technology's

Impact on Mathematics Achievement, Wenglinsky found that students who used

higher order thinking software showed gains in math scores of up to fifteen weeks

above grade level as measured by NAEP (Wenglinsky, 1998). Wenglinsky controlled

for socioeconomic status, class size, and teacher characteristics. Thus, all

relationships between technology and educational outcomes reported represented the

value added by technology for comparable groups of students with comparable

teachers in comparable class sizes. The study consisted of a national sample of 6,227

fourth graders and 7,146 eighth graders on the National Assessment of Educational

Progress. Another finding was that higher order uses of computers and professional

development were positively related to students' acadeniic achievement in

mathematics for both fourth and eighth grade students. Use of computers mainly for

5
simulations and applications resulted in higher math achievement (Wenglinsky,

1998).

Computers seem to be the big craze of the century. Computers are in almost

every classroom around the world, whether at each students desk or at least at every

teachers desk. In the James Kulik Study (1994), the researcher used a technique

called meta-analysis to aggregate the findings from more than 500 individual studies

of computer-based instruction. Computer based instruction individualizes the

educational process to accommodate the needs, interests, and learning styles of each

student (Kulik, 1994, 4). The study found that students who used computer-based

instruction scored at the 64th percentile on test of achievement compared to students

in the control conditions without cpmputers who scored at the soth percentile. This

study helps to show that student achievement can be affected positively especially

through assessment scores. Students also tend to like their classes more and develop

more positive attitudes towards learning which results in positive academic

achievement. Jay Sivin-Kachala (1998) reviewed 219 research studies from 1990 to

1997. Sivin-Kachala assessed the affects of technology on learning and achievement.

The only downfitll to this review is that the actual studies are not at our fingertips.

The article just focused on the review of the studies. The article also does not provide

the specific types of technology being researched. The positive findings were that

students in technology rich environments experienced positive affects on achievement

in all major subject areas and they showed increased achievement in preschool

through higher education for both regular and special needs children (Sivin-Kachala,

6
1998, 5). Further research could involve students in a smaller setting and with

various types of technology to improve its credibility.

Technology is not just a device to make a classroom come more alive, but can

also come in the form of"Assistive Technology." An Assistive Technology Device

is any item, piece of equipment, or product system that is used to increase, maintain,

or improve functional capabilities of students with disabilities (Riley, Beard and

Strain, 2001, 47). Assistive Technology is available for students with disabilities as

well as students who don't have identifiable disabilities. This type of technology can

promote positive student achievement for those students that lack the basic

mathematical skills. The article states that there are many forms of technology that

can promote academic achievement. These students are unable to take advantage of

important learning tools such as: colored tiles, cubes, pattern blocks, and geoboards.

The article explains that virtual manipulatives are offered to classroom teachers as a

technology alternative. This provides students with the opportunity to work with on-

screen manipulatives similar to those found in most classrooms. That way all

students can be accommodated with the proper technological tools to enhance student

achievement. This article relates to the current study because it provides the

necessary technology devices and services for students with learning disabilities.

These devices obviously can help to improve a student's academic achievement.

These technology devices can be further researched specifically to determine the

actual outcomes on student achievement. Can students benefit from these on-screen

7
manipulatives? If so what methods are necessary to research the academic

achievement of students with disabilities?

Researchers have also sought to find the negative impacts on student's

achievement through the use of technology. Technology has not always been

promising within the classroom. Technology is a tool that should enhance student

learning and achievement. Computer-assisted instruction (CAI) is a widely studied

and supported method of teaching. Numerous review articles have been published

showing small but positive effects on student achievement (Vogel, Greenwood-

Ericksen, Cannon-Bowers, Bowers, 2006, 105). A subcategory of CAI is learning

games that provide motivation, reward, interactivity, score, and challenge. The study

involved 44 children ages 7 to 12 from a public elementary school in Florida. The

control group was taught with the CAI Program and the experimental group was

given the opportunity to experience virtual reality. The school was chosen because of

its unique computer lab devoted to virtual reality programs for educational settings.

Teachers had received no instruction on the computers; however, students were given

basic directions. Students were given pre and posttests that were fifteen questions in

length. Researchers were comparing the affects of computer programs with gaming

attributes or virtual reality. The study found that the control group performed better

on the math posttest compared to the pretest. Using a 2-tailed test, which compared

the control group versus the experimental group in the math section, there was a

significant difference in changed scores. This suggests that the children using the

traditional CAI Program learned more than the experimental group with the gaming

8
attributes (Vogel, Greenwood-Ericksen, Cannon-Bowers, and Bowers, 2006, 110).

Therefore the study showed that the learning-game format not only failed to improve

math skills. but actually negated the improvement resulting from the use of the CAI

system altogether. Technology overall in this study did not seem to result in positive

student achievement. Previous studies had shown positive results in student

achievement due to the presence of the CAI Program. Further studies could compare

the use of technology compared to the use of traditional teaching and there might be

more promising outcomes and results.

Technology has proven to increase student achievement. In an article by

Charles F. Kiehl and B. Ann Harper of SUNY Brockport, hand-held calculators were

the main focus. The article provided advantages and disadvantages on the use of the

calculator in the classroom. Some educators are afraid that children will not learn the

basic mathematical skills and will become dependent on the calculator to perform

those operations (Kiehl and Harper, 2001, 18). This article relates to the current

study by giving a framework on the advantages and disadvantages of using

technology in the classroom. Are we actually helping students by providing them

with calculators to enhance student achievement or are we replacing the learning

process with a hand-held device? The article focuses on the various techniques that

teachers could use to improve a students understanding of the mathematical content.

Calculators should be used to enable students to perform operations more quickly and

accurately. Educators can find many things to do with the calculators. Some

activities can become less appealing if the calculator is absent. The calculator itself

9
does not promote academic achievement. Future research should show the affects the

calculator has on children's learning of mathematics.

10
 Chapter Three: Applications and Evaluation

Introduction

The target group for this research study was a class of urban eighth grade

math students. These students were in a ninety minute block schedule and scored

either a 1 or 2 on the Math 7 State Test. These students had been given block

scheduling to try and create higher achievers within a longer class time. These

students were very motivated and eager to learn in math class.

I decided to involve these students in my study because of the longer class

time which would mean that the unit of Solving Systems of Equations by Graphing

would only take up about three or four days instead of a whole week. A ninety

minute block would mean two lessons per day. This class was also very eager to

learn about the graphing calculators. They had seen me using them with the

Integrated Algebra class and wondered if they could try some graphing in class. This

drove my research of using graphing calculators in the eighth grade class to help to

enforce the concept of graphing systems of equations and seeing if and where two

lines will intersect.

Participants

The participants were nineteen multi-racial students enrolled in an urban

middle school eighth grade math class. There are thirteen females and six males,

ranging from ages thirteen to sixteen, when all students are present. These students

are in a College Preparatory School. Students are required to wear uniforms and the

school is designed so students will already have some college credits before they start

11
their college career. The class is designed around a "Coach Book Curriculum." The

Coach Books are designed to align the units and lessons around the New York State

Standards.

I am a math teacher with my provisional certificate in secondary mathematics.

I have been teaching eighth grade math for one year but have been teaching math in

this urban middle school for six years.

Procedures ofStudy

I decided to use technology as a means to drive this study because of the

frustration students would possess with the lack of technology in our classrooms.

Math 8 students are only allowed to use calculators on the Short and Extended-

Response questions on their exams. With this in mind, the students were given a

survey at the start of the study to actually see what they know about technology and

what types of technology they would like to see used in the classroom. These

students had only been exposed to the basic scientific calculator in which they were

able to use on the State Test and on in-class exams. I felt that as an educator and

knowing my students that they would be able to handle using the graphing calculators

that I had already been using for my eighth grade honors students (Integrated

Algebra).

Students were first introduced to a five day unit on Solving Systems of

Equations by Graphing in March. They were able to graph two linear equations using

pencil and graph paper and had to determine, if any, points of intersection (solutions

12
to the systems of equations). Students were then tested on their knowledge of the

content and grades were entered in the grade book.

Graphing calculators were then introduced as a means of technology and to

enhance student achievement as a review unit on Solving Systems of Equations. The

review unit was presented to the students in May. This time when the unit was

presented, students were able to use the calculators to graph and check points of

intersection through use of the intersect feature on the calculator. Students were also

introduced to the table feature in which they could see what the point of intersection

was for the two lines. Students were also able to use the technology on the review test

given at the end of the unit. The assessment used was the same test used in March.

Those grades were also entered in the grade book during the review unit. The grades

were then compared to see if student achievement had increased due to the presence

of technology.

Instruments for Study

Technology surveys were given before the research to actually see what

students knew about technology inside and outside the classroom. The focus was to

get students opinions about different forms of technology and what they think would

enhance and increase student achievement in the math classroom. These surveys also

had provided valuable feedback on how to make my lessons more interesting for the

upcoming school year. The survey results would also be discussed in upcoming staff

or department meetings that would help the implementation of technology in the

future.

13
 Tests were also very important in this study to actually determine if student

achievement would increase due to the presence of technology compared to the

absence of technology for the same unit of study. The same test was used at the end

of both units of study. Comparisons were made between grades earned on the

assessments at the end of both tmits. These grades were used to demonstrate any

academic affects of the presence of graphing calculators in the math classroom.

14
 Chapter Four: Results

I started this action research in my eighth grade math classroom because I had

observed the interest that students had possessed when they had seen that the

Integrated Algebra students were using graphing calculators. I decided to implement

the use of technology into the classroom to observe any changes in academic

performance and student achievement.

Academic Data Analysis

The following table in Figure 1 indicates the results of test scores during the

unit on Solving Systems of Equations without the use of calculators. Students were

given pencil, paper and rulers to be able to solve the short and extended response

questions. The results show that seventeen of the students were present to take the

test.

ID #!Test Score Student #9/ 70%

Student # 1/ 65% Student #10/ 75%

Student #2/ 75% Student #11/ 50%

Student #3/ 70% Student #12/ 80%

Student #4/ 75% Student #13/ 95%

Student #5/ 85% Student #14/ 90%

Student #6/ 95% Student #15/ 50%

Student #7I 90% Student #16/ 65%

Figure 1. A chart displaying the
Student #8/ 50% Student #17/ 60% test scores for each student without
the use of graphing calculators.

15
 Test Scores Without Graphing
Calculators

16

13

10

1
0 20 40 60 80 100
Test Scores

Figure 2. Test results without the use of graphing calculators (using ID numbers).

The above bar graph in Figure 2 shows the results of the test scores without

the use of graphing calculators. The mean of the test score results was 73.2%. The

results in Figure 1 and Figure 2 show that 76% of students had passed the exam. The

test scores were adequate even with the lack of technology present during the unit of

study. As an educator, I still wanted to see if student achievement would increase

with the presence of graphing calculators to assist students in the graphing process.

Figure 3 shows the results from the test scores during the review unit on

Solving Systems of Equations by Graphing with the presence of graphing calculators.

The mean of the test score results was 76.4%. Fifty percent of the students had

scored above the mean and 50% of the students scored below the mean score.

16
 Test Scores With Graphing
Calculator

16
13
10
7
4
1
0 20 40 60 80 100
Test Scores

Figure 3: Test results with the use of graphing calculators (using ID numbers)

The results do show an increase in student test scores at the end of the review unit

with the presence of graphing calculators. The test scores show that 17 out of 18

students or 94% of the students had passed the exam. One student was present for the

second exam and not for the first exam due to a suspension. The results from Figure

3, clearly provides supportive evidence that there was some academic improvement in

concurrence with the implementation of technology in the classroom.

Figure 4 shows the results of each student on both exams. The graph is a

comparison of both test scores to show whether or not a students performance

decreased, remained the same or improved on the second exam. The results show

that 44% of the students improved on their exam, 33% of the students had received

the same score, 17% had received a lower score and 6% or one student had only taken

the second exam. Overall 77% of the students had either improved their test score or

received the same test score on the second exam.

17
 Comparison of Test Scores

100

80
I
'
k. I
60 I- - -
-----
0 Test Score 1 :
I

- a Test Score 2 i

l
40 ; - - -

'
20 - -
0 ' - .-
1 3 5 7 9 11 13 15 17
Student ID Number

Figure 4: Comparison of test scores for each student (using ID numbers)

Summary

The responses to the surveys prior to the study that were given to students as

shown in Appendix provide evidence that technology is a very important tool for

students. Technology is ever-changing inside and outside the classroom, which

indicates that schools and educators need to implement more technology in the

classroom. The surveys also provided evidence of what forms of technology are

already being used in the classroom and students also provided suggestions of various

types of technology that could be used in the classroom. The results from the surveys

can be observed in Appendix D. Many students had said that the only form of

technology that they have used in math class was the calculator. This provides

evidence that many teachers either do not have access to various forms of technology

or that they are hesitant to use technology in the classroom. Many students were also

18
interested in seeing different forms of technology that could be used in the classroom.

Students had provided many suggestions that could be used inside the classroom.

Figures 1 - 4 provide evidence that with the implementation of technology

(graphing calculators), academic achievement in this urban eighth grade math class

was improved. These figures clearly show that students had either improved their test

score or received the same grade on the second exam compared to the first exam on

Solving Systems of Equations. Overall 77% of the students test scores improved or

remained the same on their second exam. Among those students, 44% had improved

on their exams, which leads to believe that more students had increased their

understanding of the math concepts with the presence of technology. I believe this is

due to the introduction of graphing calculators in the classroom, which in turn added

to student interest in the math classroom.

19
 Chapter Five: Conclusions and Recommendations

Discussion

Technology is all over and it's going to be replacing a lot of traditional

methods in the classroom. Technology affects student achievement in positive and

negative ways. There are many tools that can increase or decrease a students' ability

to want to do work in the classroom (calculators, computers, software, etc.). Various

forms of technology can be an enhancement to student learning but can also be a

crutch that may hinder a student's knowledge of basic skills. A major goal of the

education system is to make mastery learners out of all students and to increase their

motivation to learn. Technology can be a means to accomplish this goal.

In this urban eighth grade math class, the graphing calculator was used as a

tool to increase student achievement and interest in doing work in the Solving

Systems of Equations unit. Students were first introduced to the unit traditionally

using pencils, rulers and graph paper. They were able to graph two lines and were

then able to find, if any, points of intersection. Students were then given the same unit

but in a form of review in which they were able to use the graphing calculator to

assist in checking to make sure their lines were graphed correctly and to see the actual

point of intersection. Students were still using the traditional graphing methods but

the technology was used to increase achievement and interest in the content.

Recommendations for Future Research

Future research should look at the effect of technology on student

improvement at all levels of education. I believe that students should be exposed to

20
technology at an early age since technology is changing everyday around us.

Technology should be necessary in all math classrooms to be able to improve student

interest and student achievement in the subject. The data in this project was only

collected for one unit of study. The time period should be increased to an entire

school year to really observe the true effectiveness of technology in a classroom.

Also technology should be implemented in all subject areas. There are many forms

of technology that could be used across curriculum. Teachers could be able to

differentiate more within the classroom and across all subject areas if more

technology is tangible in the classroom.

Another suggestion for future research would tJe to introduce the unit using

the graphing calculators. Based on the findings in this research, students performed

better during the research unit with the presence of technology. The unit would still

involve the traditional way of teaching Systems of Equations by Graphing, but the

calculator would be used as a tool to check students work. This way students would

have two methods during the same unit to learn how to solve Systems of Equations.

The only downfall would be that students can not use calculators for the multiple

choice part of tests. Every class would also need to have access to graphing

calculators during their exams which may be too cost-effective for the school.

Another suggestion would be to compare two different math classrooms of the

same curriculum. You could have a control group that only uses traditional forms of

teaching and an experimental group that uses various forms of technology to enhance

the traditional teaching methods. Researchers could then compare the positive and

21
negative affects that technology has compared to the classroom that only received

traditional methods such as pencil and paper. Researchers could compare grades on

assessments and also interview students from each group to see if interest in the

subject had increased and if students felt more at ease and could perform tasks

quicker through the use of technology.

Many schools only think about implementing technology in the regular

education classrooms. Many self-contained classrooms are "looked over'' when

technology is brought into schools. Special education students are in need of much

assistance that could be eliminated due to the presence of technology in the

classroom. Technology in these forms could be highly expensive for schools, but

researchers could look at the positive and negative affects on student achievement at

the self-contained level.

Action Plan

In light of this research, I plan to expand the use of technology throughout all

my three classes in the upcoming 2008-2009 school year. I plan to implement as

many forms of technology as possible with my students. This data that I have created

will be shared with my administrators and principal. I will encourage them to lead a

professional development workshop on the implementation of technology in all

subject areas. I will also share these results with fellow teachers in all subject areas to

encourage the use of any form of technology in the classroom. Too many educators

fear the use of technology, not because they are against it, but because they don't

22
know how to use it. Our school just received money from a grant that will provide

ten Smart Boards and ten LCD projectors in the upcoming 2008-2009 school year.

Staff and students will benefit from this technology if implemented and used in

appropriate ways.

Conclusion

In this research an urban eighth grade math class was selected to implement

graphing calculators as a form of technology to improve student interest and

achievement. Students were first introduced to a unit on Solving Systems of

Equations by Graphing and were taught using traditional teaching methods involving

pencil and paper. Students were then given the same material in a review unit for the

final exam that implemented the use of the graphing calculator. Students were

assessed on both units and grades were compared to see if student achievement had

improved, declined, or had remained the same.

The data collection included surveys that were given before the

implementation of technology into the classroom. The results from the survey were a

good indication where students' levels were on their understanding and knowledge of

the various forms of technology in the world (not ~ust in the classroom). The results

from the surveys also indicated some suggestions to the educator on how to make

math more fun and interesting. These suggestions will not only be brought to the

attention of the researcher, but they will also be presented to the principal for the

upcoming 2008-2009 school year. Students were also assessed after each unit and the

grades were compared in graph format to indicate an increase in student achievement

23
with the presence of the graphing calculator. Grade reports showed that students had

improved academically after the implementation of the graphing calculator. The

overall results from this research have shown that technology is an effective way to

increase student achievement and is also a way to intrigue and increase student

interest in the math classroom.

24
 References

Beard, L.A., Riley, G. & Strain, J. (2001). Assistive Technology at Use in the Teacher

Education Programs at Jacksonville State University. TechTrends, 48, 47-49.

Bowers, C. A., Cannon-Bowers, J., Greenwood-Ericksen, A., & Vogel, J.J. (2006). Using

Virtual Reality With and Without Gaming Attributes for Academic Achievement.

Journal ofResearch on Technology in Education, 39, 105-118.

Garthwait, A. & Weller, H.G. (2005). A Year in the Life: Two Seventh Grade Teachers

Implement One-to One Computing. Journal ofResearch on Technology in

Education, 37, 361-377.

Harper, B.A. & Kiehl, C.F. (1979). My Child the Math Whiz??? Or Buy Your Child a

Calculator. Education, JOO, 18-19.

Hollister-Davis, SJ. (1997). How Mastering Technology Can Transform Math Class.

Educational Leadership, 55, 49-51.

Iserhagen, J.C. (1999). Technology: A Major Catalyst for Increasing Leaming. THE

Journal, 27, 30-34.

Schacter, J. (1999) The Impact of Education Technology on Student Achievement: What

the Most Current Research Has to Say. Journal of Educational Computing Research,

20. Retrieved April 23, 2007, from www.milkencxchange.com.

25
 Appendix A: Infonned Consent Fonn (Minors)

STATEMENT OF INFORMED CONSENT FOR MINORS

This fonn describes a research study being conducted with students about the positive
and negative effects that technology has on student achievement. The purpose of this
research is to compare the effects that technology has on student achievement; more
specifically the positive and negative effects and the tools that increase or decrease a
student's ability to do work in the classroom. The person conducting the research is a
graduate student at SUNY College at Brockport. If you agree to have your child
participate in this study, s/he will be asked to complete a questionnaire about her/his
knowledge of technology inside and outside of the math classroom. Students will
also be exposed to different forms of technology such as calculators, computers and
math-related websites during the research. Students will also be given testing
instruments to determine the effects of technology on your student's ability to do
work in the classroom. The results will be displayed anonymously in spreadsheets
and table or graph formats. The students will be tested on a review unit that involves
Solving Systems of Equations by Graphing. The students will be using graphing
calculators during the research and the testing instruments will help to determine
whether or not there is an increase in student achievement due to the presence of
technology in the math classroom.

The possible benefits from being in this study could be that infonnation will be
learned that would allow teachers to better a student's ability to do work in the
classroom due to the presence of technology. Teachers will be able to enhance their
classrooms in the future due to the infonnation that prevail from this research.

Your participation in this study is completely voluntary. Being in it or refusing to be

in it, will not affect your grades or class standing. You are free to change your mind
or stop being in the study at any time.

I understand that:

1. My participation is voluntary and I have the right to refuse to

answer my questions. I will have a chance to discuss any
questions I have about the study with the researcher after
completing the questionnaire at any time. If you chose to not
participate in the study, you will still participate in the review
unit and the grades on the tests will be included in your 6th
marking period grade. The grades however will not be used in
part of the study.
2. My confidentiality is guaranteed. My name will not be written
on the survey. There will be no way to connect me to the

26
 written survey. If any publication results from this research, I
would not be identified by name. Results will be given
anonymously and in group form only, so that neither the
participants nor their schools can be identified.
3. There will be no anticipated personal risks because of
participation in this project.
4. My participation involves reading a written survey of 10
questions and answering those questions in writing. It is
estimated that this survey will take 10 minutes to complete.
5. Approximately 20 students will take part in this study. The
results will be used for the completion of a research project by
the primary researcher.
6. Data and consent forms will be kept separately in a locked
filing cabinet by the investigator and will be destroyed by
shredding when the research has oeen completed.

You are being asked whether or not you want to participate in this study. If you wish
to participate, and you agree with the statement below, please sign in the space
provided. Remember, you may change your mind at any point and withdraw from the
study. You can refuse to participate even if your parent/guardian gives permission for
you to participate.

If you have any questions you may contact:

Primaa Researcher Facultt Advisor

Jennifer Flanagan Dr. Conrad Van Voorst

(585) 324-9273 Ext. 2530 Education and Human

Development
[email protected] (585) 395-5019
[email protected]

I understand the information provided in this form and agree to participate in this
project.

Signature of Participant/Date

Birth date of participant

Signature of a witness 18 years or older/Date

27
 Appendix B: Informed Consent Form (Parent)

STATEMENT OF INFORMED CONSENT FOR PARENTS

This form describes a research study being conducted with students about the positive
and negative effects that technology has on student achievement. The purpose of this
research is to compare the effects that technology has on student achievement; more
specifically the positive and negative effects and the tools that increase or decrease a
student's ability to do work in the classroom. The person conducting the research is a
graduate student at SUNY College at Brockport. If you agree to have your child
participate in this study, s/he will be asked to complete a questionnaire about her/his
knowledge of technology inside and outside of the math classroom. Students will
also be exposed to different forms of technology such as calculators, computers and
math-related websites during the research. Students will also be given testing
instruments to determine the effects of technology on your student's ability to do
work in the classroom. The results will be displayed anonymously in spreadsheets
and table or graph formats. The students will be tested on a review unit that involves
Solving Systems of Equations by Graphing. The students will be using graphing
calculators during the research and the testing instruments will help to determine
whether or not there is an increase in student achievement due to the presence of
technology in the math classroom.

The possible benefits from being in this study could be that information will be
learned that would allow teachers to better a student's ability to do work in the
classroom due to the presence of technology. Teachers will be able to enhance their
classrooms in the future due to the information that prevail from this research.

Your child's participation in this study is completely voluntary. Being in it or

refusing to be in it, will not affect your child's grades or class standing. S/he is free
to change her/his mind or stop being in the study at any time.

I understand that:

7. My child's participation is voluntary ands/he will have a

chance to discuss ariy questions s/he has about the study with
the researcher after completing the questionnaire. Refusing to
participate in the study will have no effect on grades or scores
in the class.
8. My child's confidentiality is guaranteed. Her/his name will not
be written on the survey. There will be no way to connect my
child to the written survey. If any publication results from this
research, s/he would not be identified by name. Results will be

28
 given anonymously and in group form only, so that neither the
participants nor their schools can be identified.
9. There will be no anticipated personal risks because of
participation in this project.
10. My child's participation involves reading a written survey of
10 questions and answering those questions in writing. It is
estimated that this survey will take 10 minutes to complete.
11. Approximately 20 students will take part in this study. The
results will be used for the completion of a research project by
the primary researcher.
12. Data and consent forms will be kept separately in a locked
filing cabinet by the investigator and will be destroyed by
shredding when the research has been completed.

You are being asked whether or not you will permit your child to participate in this
study. If you wish to give permission to participate, and you agree with the statement
below, please sign in the space provided. Remember, you may change your mind at
any point and withdraw form the study. Your child can refuse to participate even if
you have given permission for her/him to participate.

I understand the information provided in this form and agree to allow my child to
participate as a participant in this project. I am 18 years of age or older. I have read
and understand the above statements. All my questions about my child's
participation in this study have been answered to my satisfaction.

If you have any questions you may contact:

Primaa: Researcher Facultv Advisor

Jennifer Flanagan Dr. Conrad Van Voorst

(585) 324-9273 Ext. 2530 Education and Human

Development
J [email protected] (585) 395-5019
cvanvoor~brockport.edu

Signature of Parent/Date

29
 Appendix C: Technology Survey (student response)

Technology Survey

1) male or female (circle one)

2) grade level _ __

3) Define technology (what does it mean to you?)

4) What forms of technology have you used in the classroom?

5) What forms of technology do you use outside the classroom?

6) What types of technology do you use in math class?

7) Do calculators make your job easier in math? Why?

8) What types of technology would you like to see used in school?

9) Do you feel more confident in math class when you can use calculators to help

you?

10) Give some suggestions as how to make math more fun. (list 3 ideas)

30
Appendix D: Results from technology survey

Results from Technology Survey

1) 10 Females, 4 Males

2) All 8th graders

3) Define Technology (What does it mean to you?)

• Something to do with hands

• No response
• Computers, calculators, television, projectors
• The use of objects made by mankind
• No response
• Electric devices; examples: computers, calculators, projectors, t.v.
• Technology to me means things that are related to school like
calculators, computers and many other things
• To use a computer, calculator, projector, and to help you study or
cheat
• The study ofi different electronics
• When you use a calculator
• Technology means hands-on activities "created" by man. It makes
life easier and was built to help people.
• Computers, MP3 Players, IPODS, Television
• An advanced form of electronics
• Something that someone made that makes stuff better and easier
4) What forms of technology have you used in the classroom?
• T.V.
• Projector
• Calculators
• Computers
• Pencil sharpeners
• Electric Stapler
• Electric Hole Puncher
• Cell Phones
• Radios
• Overheads
5) What other forms of Technology do you use outside the classroom?
• Vehicles
• Cell Phones
• PSP

31
 • IPODS
• MP3 Players
• CD Players
• DVD Players
• T.V.
• V.C.R.
• Computers
• Video Games
6) What types of technology do you use in math class?
• Calculator
• Overheads
• Projectors
• Computers
• T.V.
7) Do Calculators make your job easier in math? Why?
• Yeah because you are just putting the numbers in.
• Yes; because it does the work for me. It's easier to check work.
99.99% accurate.
• Sometimes. You should use when need and just want. But ifyou
don't know it from the top of your head. Yes, they are easier.
• Yes because you have a correct answer.
• Yes, because it does the work for you.
• Sometimes.
• Yes, because I can just plug the things in and don't have to think
about things.
• Yes, because I can get done quicker and no because I can work
quicker with my brain and I get confused with the calculator.
• Yes because when I have a calculator it's easier to solve the math.
• Yes because you can check your answer to make sure it's right.
• Yes because it helps you do a problem with less work.
• Yes because you don't have to think hard.
• Yes because when you have large numbers it's hard to use your
head to multiply or divide them.
• Yes because some types of math are hard and your brain is
working so fast you forget to think and it just helps with harder
questions.
8) What types of Technology would you like to se used in school?
• I don't know.
• I don't know.
• More computers.
• No response.
• Computers, phones, DVD's, T.V.

32
 • Smart boards
• I don't know. Does not really matter.
• A new projector and computers.
• Computers
• More computers.
• No response.
• Our own computers.
• Computers.
• Science-microscopes, telescopes, t.v., computers Social Studies -
laptop, projector Spanish - computers Math - calculators,
laptop, t.v., overhead Health - radio, t.v., projector
9) Do you feel more confident in math class when you can use calculators to
help you?
• 12 yes responses
• A little.
• Not too much. I try not to use it as much unless I really need it (or
lazy).
10) Give some suggestions as how to make math more fun.
• Group work, around the world and flash cards.
• Play around the world as a quiz grade, get a t.v. to watch math-
related movies and let us go to the computer lab.
• I don't have none.
• Group work, partner work and math games.
• Movies, computers and music.
• Play more games and have fun with the math.
• Math games, group work week and we give teachers a test.
• Give easier work to do so everyone can understand it and make
sure everyone understands it.
• Group work and stations.
• Use calculators on test, play math games and have no homework.
• Play math-related games.
• We can play math games to make learning more fun and
interesting, we can get rewarded and our teacher can decide what
can make us have more fun.
• Play math-related games.
• Do more activities and work with computers.

33
 Appendix E: Unit Plan without the Use of Calculators

Day One: Introduction of Solving Systems of Equations by Graphing

Name ~~~~~~~~~~~~~~~~-
Date -~~~~~-

Math 8 Guided Notes (student copy)

SOLVING SYSTEMS OF EQUATIONS BY GRAPHING

Essential Question: What does it mean to solve a system of equations?

Brainstorm Activity: Map Activity (map of a section of Rochester)

Name 2 streets that intersect once:

a) b)

Name 2 streets that intersect more than once:

a) b)

Name 2 streets that NEVER intersect:

a) b)

Vocabulary:
SYSTEM OF LINEAR EQUATIONS:

INTERSECT:

PARALLEL LINES:

SOLUTION OF THE SYSTEM:

I. Solving Systems with ONE SOLUTION:

Example#l:

Directions: Solve the system of linear equations by graphing

y = 2x-3
m= b= m= b=
y=x-1

34
Steps:
l)~~~~~~~~~~~~~~~~~~~~~~~~~-

2)~~~~------------~~~---~---~~~~~~~---~---~

3)~~~~~~~~~~~~~~~~~~~~

4)~~~~~~~~~~~~~~~~~~~~~

5)_________~~---~---------~------~~~---------~------------~

Point of Intersection: ( )

Check:

Example#2:

y=x+5
m= b= m= b=
y=-4x
Point of Intersection: ( )

Check:

On Your Own:

Directions: Solve each system of linear equations.

y=x
Point of Intersection: ( )
t) y = 5x
Check:

y=-x+4
2) Point of Intersection: ( )
y=2x+l
Check:

35
Day One: Steps to Solving Systems of Equations by Graphing

Step #1: Draw and label x and y axes on coordinate grid (graph paper)

Step #2: Find the slope (m) and they-intercept (b) of both equations

Step #3: Plot they-intercept (b) of the first equation on the y-axis

Step #4: From that point use your slope (m) and plot your second point

Step #S: Connect the two points and extend to make a line using a ruler
or straight edge

Step #6: Now repeat steps #3 - 5 for the second line

Step #7: Do the lines intersect?? If so find the coordinates of where the
lines intersect?

36
Day Two: Bell work (review previous days lesson)

Name ~~~~~~~~~~~~~~~~-

Solve the following system of equations graphically and check.

y=2x-I

y = -3x+4

Point of Intersection: ( )

Check:

37
Day Three: Bell work (review of previous days lesson)

Directions: Solve the following systems by graphing. Ifi there is no solution

write NS, and if the solution is Infinitely Many Solutions, write IMS.

y=2x-3
1)

y=x-1
Point of Intersection: ( )

Cheek:

x+y=-1
2)

x+y=l
Point of Intersection: ( )

Check:

38
 Appendix F: Unit Plan with the Use of Calculators

Day One: Review Unit using graphing calculators - Steps to graphing for pencil
and paper and calculator

Solving Systems of Equations by Graphing

1. Draw and label your X and Y axes

2. Find slope (m) and y-intercept (b) of both equations

3. Using the first equation, plot b on the y-axis

4. From that point rise/run(+) or fall/run(-) and plot second point

5. Connect the two points and form a line

6. for the other line complete steps #3 - 5 again

7. Find the coordinates of where the two lines intersect

Solving Systems of Equations Using a Calculator

1. Clear the screen

2. Press the <y = > button

3. Type in your first equation

4. Scroll down with arrow button

5. Type in your second equation

6. Press the <graph> button

7. Press<2nd>, <trace>, <5> and then press the <enter> key 3 times until it says

intersection

39
 Appendix G: Test Used to Determine Test Scores

Student# - - - - Test Used to Determine Scores

Solving Systems of Linear Equations by Graphing

I. Multiple Choice
Directions: Read each question carefully. Choose the best response to the question.
Circle the letter that corresponds to the correct response. No partial credit will be
given. (1 point each)

1) If two lines are parallel, what do you know about their equations?

a) They have all their solutions in connnon.

b) They have no solutions in common.
c) They have exactly one solution in common.
d) They have exactly two solutions in common.

2) What is the solution of the system of linear equations graphed below?

y

>(

a) (4, -2) b) (0, 3) c) (0, 2) d)(-2, 4)

40
3) What is the solution of the system of linear equations graphed below?
y

a) All ordered pairs on both lines

b) There is no solution
c) (0, 2)
d) (0, -3)

4) What is the solution of the system of linear equations graphed below?

a) (2, -2)
b) (-2, 2)
c) (2, 2)
d) (0, 4)

41
 5) Roland has to find the solution of this system of linear equations.

2y=4x-2

3y = 6x-3

Without graphing, what is the solution? [Hint: Divide both sides of the first
equation by 2, and divide both sides of the second the equation by 3. Then
compare the equations]

a) all ordered pairs on both lines

b) There is no solution.
c) (0, -2)
d) (0, -3)

II. Short Response Questions

Directions: Read each question carefully. Make sure to show work when necessary.
If a correct response is given and no work is shown, then question will receive only 1
point.
(2 points each)

6) Part A: Graph this system of equations on the coordinate grid.

y=Yzx-3

42
Part B: What is the solution of the system?

7) What is the solution of this system of linear equations?

y=x+4
Point of Intersection: ( )
y = 1/3 x + 2

Use the grid to sketch the graphs below.

43
 . ,..,.,1\1."
·1
. .··~J t'·~ll-;
~,,.,.11
··;;U ..
.~,..t!'n.•~,· ,11
.. \. i ·,.·;-:. ~~ (~ f:• ·t
Appendix H: Miscellaneous Worksheet Used During Both Units
ALGEBRA QUIZ
Systems of Equations
Period: Date:
Graphing & Substitution ---

Solve the following systems of equations by graphing. If necessary, indicate whether there is no solution or
infinitely many solutions.

{ 5
l.
y=x+3
{ x+ y=-5 Solution:- - - y=~ x+2
2. Solution:
----
y =-x-1
3
y y

x x

y=3x+l 2x+4y=8
3. { Solution:
---
y-3x=-3 4. 1 Solution:
---
{ y=--x+2
2

y y

x
x

44