A Correlational Study of Elementary Mathematics Achievement, Socioeconomic Status, and Gender in a Technology Enriched Environment

The purpose of this quantitative correlational study was to determine whether relationships existed between socioeconomic status, gender, and mathematics achievement in a K5 technology-enriched environment. De-identified archival records of fourth grade standardized mathematics test scores were analyzed and findings indicated gender was a significant negative predictor of fourth grade Georgia Criterion-Referenced Competency Test (GACRCT) mathematics achievement scores (p=.012), and one significant regression model was found (p<.05) whereby collectively, gender and SES explained 7.1% of the variance of GACRCT mathematics achievement scores of fourth grade students in one rural K5 setting. The implications of the findings were (a) fourth grade mathematics achievement scores in similar populations should be considered as gender was a significant negative determiner of mathematics achievement, (b) female mathematics scores examined were of the norm, and (c) findings supported past research that noted the continued U.S. K12 mathematics. The implications of the predictor equation were: (a) variables other than those investigated may be responsible for 92.9% of the variance in the mathematics assessment score, (b) SES was noted to affect mathematics achievement based on parental expectations of low-SES students of their children academically, and (c) students from low-SES households did not have access to the same technology and resources as the students from middle-to-high SES to practice and build mathematical skills. Recommendations for future practice included: (a) teacher developed student-centered mathematics groups focused on low-SES and female students, (b) direct integration of technology into mathematics instruction focused on closing the mathematics achievement gap, and (c) parent workshops to increase parental mathematics knowledge, as parental knowledge was found to be a factor in mathematical gender gaps. Recommendations for future research included: (a) a replication of the current quantitative correlational study in multiple similar demographic populations, (b) a quantitative experimental study to assess differences in mathematics achievement based on teaching method, teacher/student exposure time, parent involvement and student non-school access to technology and (c) a quantitative quasi-experimental study to examine mathematics achievement of low-performing gender and SES groups. Study results may aid educators to determine improvements in mathematics achievement scores based on student demographic characteristics.