Technology Integration in Rural and Small Schools: Does It Make a Difference?
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Authors
Lawson, Bradford Lee
Issue Date
2015-12
Type
Dissertation
Language
en_US
Keywords
Educational Leadership , Educational technology , Rural schools , Georgia High School Graduation Test
Alternative Title
Abstract
The purpose of this study was to determine the effects of integrating educational technology into large rural, small rural and small non-rural public high schools in Georgia. The researcher also sought to determine if a correlation existed between principals' perception of technology and student achievement. Math pass rates on the Georgia High School Graduation Test (GHSGT) in 2008 and 2010 were used to measure achievement. School groups were given a technology score based on a Technology Inventory. Principal perceptions were measured using a Technology Integration Survey. A causal-comparative research design was used in this study. Repeated-measures ANOVA were used to compare the math pass rates of large rural, small rural and small non-rural public schools. An independent-samples t test was used to compare mean math pass rates of small schools and small non-rural schools. Three hypotheses were proposed to examine the effects of technology integration on math pass rates on the GHSGT. None of the hypotheses were supported; all three groups' mean pass rates decreased. There was a statistically significant decline in math pass rates for large rural schools, M = -5.19, SD = 8.75, Wilks' Lambda = .74, F(1,123) = 45.53, p < .001. There was not a significant decline in math pass rates for small rural schools, M = -1.67, SD = 11.34, Wilks' Lambda = .98, F(1,35) = .78, p = .38. There was not a significant difference in math pass rates between small public schools (M = -1.71, SD = 5.56) and small public rural schools (M = -1.67, SD = 11.34); t (46) = .01, p = .99. There was no correlation found between principal's perception of technology and 2010 GHSGT math pass rates, r = -.12, n = 22, p = .58.