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BANDURA’S TRIADIC RECIPROCALITY, TECHNOLOGY, AND MATH ACHIEVEMENT THROUGH A SOCIOECONOMIC LENS

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Date Issued:
2008
Summary:
The purpose of this study was to examine the relationship of research-grounded variables of educational technology and high school math achievement through a lens of socioeconomic status (SES) using a national dataset from the National Center for Education Statistics. An additional purpose was to examine the achievement benefits, generic or differential, gained from home computer access and technology instructional method based on SES. Findings from this study indicated that math experience, SES, self-efficacy, instructional method, expectation, and home access to computers were significant predictors of math achievement. In addition, a positive relationship between home computer access and math achievement, controlling for math experience, was discovered, indicating that home computer access provides a strong, generic achievement benefit across all SES levels. Gains in achievement scores as a function of home computer access increased as SES levels increased, suggesting differential benefits of technology based on SES levels. A negative relationship between teacher computer instructional methods and math achievement based on SES was also discovered. Both traditional-transmission and constructivist computer instruction generically correlated with lower math achievement scores across all SES levels, but traditional-transmission instruction appeared to be more of a detriment for high-SES students than for low-SES students.
Title: BANDURA’S TRIADIC RECIPROCALITY, TECHNOLOGY, AND MATH ACHIEVEMENT THROUGH A SOCIOECONOMIC LENS.
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Name(s): Listak, Charles Mark, Author
Type of Resource: text
Date Issued: 2008
Publisher: University of West Florida
Language(s): English
Summary: The purpose of this study was to examine the relationship of research-grounded variables of educational technology and high school math achievement through a lens of socioeconomic status (SES) using a national dataset from the National Center for Education Statistics. An additional purpose was to examine the achievement benefits, generic or differential, gained from home computer access and technology instructional method based on SES. Findings from this study indicated that math experience, SES, self-efficacy, instructional method, expectation, and home access to computers were significant predictors of math achievement. In addition, a positive relationship between home computer access and math achievement, controlling for math experience, was discovered, indicating that home computer access provides a strong, generic achievement benefit across all SES levels. Gains in achievement scores as a function of home computer access increased as SES levels increased, suggesting differential benefits of technology based on SES levels. A negative relationship between teacher computer instructional methods and math achievement based on SES was also discovered. Both traditional-transmission and constructivist computer instruction generically correlated with lower math achievement scores across all SES levels, but traditional-transmission instruction appeared to be more of a detriment for high-SES students than for low-SES students.
Identifier: WFE0000135 (IID), uwf:60825 (fedora)
Note(s): Ed.D.
Department of Instructional and Performance Technology
Doctorate
Subject(s): Technology, socioeconomic, math, achievement, Bandura
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000135
Restrictions on Access: public
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF

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