ABSTRACT

Each year, technology becomes increasingly integrated into the classroom. In the present day, students use a plethora of electronic devices to assist them in their studies. However, there is a popular and ongoing debate whether technology improves student performance or if it is a detriment to them instead.

For this particular study, two sections of economics classes at Anderson University were analyzed. Section two was allowed unlimited access to technology in the classroom, while section three was not allowed to use technology in any capacity. Data such as student SAT score, GPA, attendance, student job or lack thereof, student extracurricular sports or lack thereof, household income, student religion, and professor and class evaluations were collected from both sections. This data was then entered into Microsoft Excel, where numerous statistical tests were performed to determine if the differences in performance between the two sections were statistically significant in relation to the use of technology.