No abstract

This study examined the relationship between technology factors students use beyond school and their standardized math assessment scores. Student frequency of seeking math help online, playing digital games involving math, and programming computers outside of school were studied. An analysis of data taken from the National Assessment of Educational Progress (NAEP) dataset was done to compare student responses from survey data to mathematics achievement scores of 8th-grade students. This secondary data analysis was completed using multiple t-tests to compare means and determine significance. Results found in this study showed that beyond school, frequent use (daily or almost) of websites for math homework help, playing digital games involving, and programming computers had negative effects on scores. Once/twice a year or month scored better than never for website use and digital games, while never programming scored higher than all other frequencies. Students may benefit from instructional guidance as to which websites are most beneficial for homework help with math. An effort to help students recognize math use in digital games may increase their awareness and intentional use outside of school. Early classroom instruction on computer programming may help provide a better understanding of its relationship with mathematics.