Date Approved

Winter 1996

Graduate Degree Type


Degree Name

Education (M.Ed.)

Degree Program

College of Education


This thesis explored the relationship of a technology enhanced curriculum to higher test scores and higher student motivation. This thesis involved two seventh grade math classes in Kentwood, Michigan. A control class received instruction including lectures, written assignments, and projects. The test group received similar assignments and projects and in addition were given technology supported exercises. A survey given to the test group examined motivation levels, and end of chapter tests compared achievement scores of both groups. The findings indicate that a technology enhanced curriculum does not lead to higher test scores but does impact student motivation to learn math.


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