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dc.creatorSchneider, Rodney William
dc.date.available2011-02-18T23:38:35Z
dc.date.issued2009-05
dc.identifier.urihttp://hdl.handle.net/2346/20323en_US
dc.description.abstractThe purpose of this study was to determine if access to video-pod technology had an affect on student achievement in fifth grade mathematics classes as well as to analyze outcomes and identify general barriers to effectively integrating video-pod technology into the classroom setting. To answer the three basic research questions, this study employed a mixed methods design. The quantitative strand of this study used an Analysis of Covariance (ANCOVA) to determine if access to video pod technology had an impact on student achievement. Qualitatively, this study employed a collective case study methodology using post-study interviews to identify issues and barriers to the effective integration of video-pod technology into the classroom setting. Quantitatively, this study found no significant relationship between video-pod technology and increased student achievement; however, qualitative analysis revealed that the majority of teachers and administrators within the study believed that video-pod technology would be an effective tool in increasing student achievement.
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.subjectVideo-poden_US
dc.subjectTechnologyen_US
dc.subjectMathematicsen_US
dc.subjectCurriculumen_US
dc.titleThe effect of access to video-pod technology on fifth grade mathematics scores: analysis of outcomes and barriers to effective integration
dc.typeDissertation
thesis.degree.nameEd.D.
thesis.degree.levelDoctoral
thesis.degree.disciplineEducational Leadership and Policy Studies
thesis.degree.grantorTexas Tech University
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.departmentEducational Psychology and Leadership
dc.contributor.committeeMemberWargo, Kyle
dc.contributor.committeeMemberWilliams, Amanda
dc.contributor.committeeChairKlinker, JoAnn F.
dc.degree.departmentEducational Leadership and Policy Studiesen_US
dc.rights.availabilityUnrestricted.


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