The Impact of 1:1 Laptop Use on Middle School Math and Science Standardized Test Scores

Matt Dunleavy · Walter F. Heinecke

96 citations0/0 files storedComputers in the Schools

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Education and Technology Integration School Choice and Performance Gender and Technology in Education

Abstract

Researchers and evaluators have been attempting to document the impact of ubiquitous or 1:1 computing on students, teachers, schools, and communities. However, the most recent reviews of research on 1:1 computing initiatives reflect a dearth of rigorous studies and emphasize the need for well-designed, scientifically based research to measure the impact of 1:1 learning on student achievement. This study investigates the effect of 1:1 laptop to student ratios on math and science achievement in at-risk middle school students. The researchers used a pretest-posttest control-group design. The findings are based on between-groups analysis of covariance (ANCOVA) of longitudinal data comparing standardized achievement test scores. The researchers compared the test scores of students randomly assigned to 1:1 laptop classrooms with the test scores of students in classrooms without 1:1 laptops in the same middle school. Students were exposed to the treatment for two years and the authors used the students as the unit of analysis. Pre-existing achievement scores for each student were included as a covariate to statistically equate groups previous to analysis. Results showed significant post-intervention program effects for science achievement. Furthermore, there was a gender effect in science achievement, with boys significantly outperforming girls in the same 1:1 laptop classroom. In contrast, no significant program effects for math achievement were obtained. The results suggest that 1:1 laptop instruction can increase student achievement under certain conditions. This study has implications for policymakers, instructional designers, and educators who are currently implementing a 1:1 laptop program or considering such an implementation. The authors suggest the need for further research to help determine the efficacy of 1:1 laptop instruction and the implementation conditions necessary for increased student achievement in this context.

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References

2009Oversold and Underused 1995Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991 1964Educational Leadership 2001Gender Equity and Information Technology in Education: The Second Decade 2004Learning Ecologies for Technological Fluency: Gender and Experience Differences 2003Gender and Computers 2005Learning With Technology: The Impact of Laptop Use on Student Achievement 2004Laptop Learning: A Comparison of Teaching and Learning in Upper Elementary Classrooms Equipped with Shared Carts of Laptops and Permanent 1:1 Laptops

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2011One Laptop per Child Birmingham: Case Study of a Radical Experiment 2013Large-scale 1:1 computing initiatives: An open access database 2014Investigating the Relationship between STEM Learning Principles and Student Achievement in Math and Science 2020Targeted school-based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review

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