Date of Award


Degree Type


University or Center

Clark Atlanta University(CAU)


School of Education

Degree Name



Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Moses C. Norman

Third Advisor

Dr. Rebecca Dashiell-MitchelI


The purpose of this study was to determine if teachers use of instructional technology and other factors would influence End-of-Course Test (EOCT) scores. The EOCT scores were analyzed in terms of, gender, ethnicity, teacher experience, teacher qualifications, and instructional practices. Establishing a relationship between the independent variables and performance levels on the EOCT scores may allow schools leaders to develop possible intervention strategies for high school students. The research study was conducted at a high school in an Urban School cluster. The criteria for the selection were those students who attended the high school and who took the EOCT for the 2011-2012 academic school year. Three methods of gathering data were used in this study: a survey, interviews, and EOCT scores overall. This study included teachers from the high school who had taught the high school students Identified for this research study and current EOCT teachers. The researcher surveyed teachers who are teaching EOCT and those teachers who were on the instructional staff from the high school who taught these students that took the EOCT in 2011-2012 were interviewed. The method of using percentages of data analysis was used to determine relationships between the demographic groups of gender, ethnicity, and total population EOCT scores and their performance on the EOCT scores. Analysis of the data from the research found that teachers were very limited in the technology they had in their classrooms and the school. This did have an effect on how they could integrate technology into the curriculum. The school’s overall EOCT test scores were low. The school only passed 4 out of 10 EOCT with a 54.72% or higher. The females outperformed the males by passing 6 out of 10 EOCT. Both Asian and African-American students had the highest scores on three of the test. The research study showed that in order for teachers to increase EOCT scores by using technology their must not be a lack of technology in the school and classrooms. The amount of technology available impacted both the teacher’s and student’s performance The results from the interviews, surveys and overall EOCT scores have shown that technology has not had an impact on the EOCT at this urban high school.

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