“Use of Computer Technology in Rural Public Schools to Enhance Educational Outcomes”
The purpose of this study was to analyze publicly available US educational data of students in K-12 public schools, and measure the correlations between student factors, computer technology availability, school locale, and math and science achievement scores. This study used a correlational design to explore publicly-available archived data sets and the factors that correlate to student achievement scores. In this study, researchers used the most current data (2015) available from the National Center for Education Statistics (NCES) to explore student-level factors, including computer technology availability, that correlate to achievement scores. Achievement scores for students attending public schools in city, town, urban, and rural locales were analyzed for possible correlations to demographic characteristics and student computer technology availability. Several linear regressions were executed to examine with relationship between student factors and student achievement scores. Multiple linear regressions were run, using student factors as dependent variables and total mathematics and science achievement scores for 8th grade students. The most recent and complete data available for analysis was data collected for the school year ending in 2015. For each regression model, total mathematics achievement score or science score was set as the dependent variable, respectively, and the student variables were set as the independent variables. Results revealed how ethnicity, school location, and computer availability can positively or negatively impact math and science scores of K-12 students in rural public schools.
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