| This quantitative non-experimental dissertation explores the impact of disruptive innovation theory in the form of computer-enhanced instruction (CEI) upon mathematics achievement. It also examines both teacher and student perceptions of CEI implementation in high school mathematics classrooms and the impacts of CEI upon student mathematics achievement. The study includes two cohorts of ninth grade students in a suburban public high school district located southwest of Chicago, Illinois. The study spanned the 2013-2014 and 2014-2015 school years. The first student cohort was the pre-intervention or control group and included students who were enrolled in Algebra 1, Honors Algebra 1, or Algebra 1 Support during the 2013-2014 school year. The second student cohort was the intervention group comprised of students who were enrolled in Algebra 1, Honors Algebra 1, or Algebra 1 Support during the 2014-2015 school year.;This study did not find CEI to have a statistically significant impact upon student mathematics achievement. However, the study used a survey to gather self-reported teacher data and this data was used to categorize teachers into either a high use or low use CEI group. Teachers in the high use group demonstrated a statistically significant higher mean change score for student achievement. |
