The Impact of a One-to-One Laptop Technology Initiative On Student Achievement in a High School American History Course

One-to-one laptop technology initiatives are expanding to provide improved engagement, classroom management, and instructional strategies to increase achievement scores. The research problem was to assess the impact of the one-to-one technology initiative on achievement scores and instructional strategies in American History. The purpose and significance was to investigate the impact of one-to-one initiatives in order to provide data for policy-makers and educators. The quantitative research question investigated the impact of a one-to-one laptop technology initiative on American History end-of-course achievement scores. Quantitative sub-questions investigated the impact that the use of technology had on the social studies achievement scores of male, female, socioeconomic, special education, college preparatory, and non-college preparatory sub-groups. The qualitative research question investigated the impact on instructional strategies of the teachers. The concurrent embedded mixed methods research design used single-factor ANOVA testing with post hoc Scheffe tests to conclude aggregate scores statistically improved the aggregate scores after the implementation of one-to-one technology, but only the college preparatory students among sub-groups. The qualitative data themes suggested consistent teacher perceptions of improved student engagement and technology skills; supportive administrative leadership and technical support; use of the technology initiative for assessment and end-of-course exam preparation; and the overall benefits and challenges. However, the teachers had inconsistent perceptions of professional development and eMINTS instructional strategies which impacted the final results. The results suggest one-to-one laptop initiatives supported by student-centered, inquiry-based instruction using the eMINTS model of professional development positively impact achievement scores.