Effects of a technology treatment on student scores on the Standardized Grade 8 Proficiency Assessment (GEPA) in New Jersey
Triantafillos Parlapanides, Seton Hall University, United States
Seton Hall University . Awarded
This experiment illustrates how the effective use of a technology treatment integrated into pre-algebra curricula can help students achieve on the New Jersey Standardized Grade 8 Proficiency Assessment (GEPA). The researcher obtained data by comparing a treatment group to a control group; the first group was given a weekly 44-minute-long technology treatment (called the Study Island program) for 15 weeks, whereas the other group did not receive this treatment at any time during the experiment.
The following two research questions were addressed for the experiment and for determining recommendations for future research: 1. What effect does the 44-minute, weekly technology treatment (Study Island) have on students' mathematical achievement on the GEPA? 2. What effect does participation in the Study Island program, students' GPAs, and attendance rates have on different GEPA scores between the treatment group (1) and nontreatment group (2) when one controls for prealgebra curriculum?
The researcher collected data from Central Regional Middle School, which has been placed in the District Factor Group (DFG) B by the State of New Jersey according to several socioeconomic factors and indicators. There are eight DFGs, ranging from low (A) to high (J). The researcher compared the mean mathematics test scores of the control group and the treatment group to the DFG mean scores listed by the New Jersey Department of Education's 2005 G.E.P.A. report.
Parlapanides, T. Effects of a technology treatment on student scores on the Standardized Grade 8 Proficiency Assessment (GEPA) in New Jersey. Ph.D. thesis, Seton Hall University.
Citation reproduced with permission of ProQuest LLC.
For copies of dissertations and theses: (800) 521-0600/(734) 761-4700 or https://dissexpress.umi.com