Analyzing the Correlation Between One-to-One Mobile Technology and Student Achievement on Standardized Algebra 1 Tests

This study explores the relationship between one-to-one mobile technology and student performance on standardized Algebra 1 tests in Frisco Independent School District, Texas. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the research investigates how integrating personalized digital devices into instruction influences student achievement. Using a quantitative, ex post facto design, the study compares Algebra 1 performance data from 10th-grade students in 2017 (without one-to-one technology) and 2018 (with one-to-one technology). The findings indicate no statistically significant improvement in test scores or pass rates following the implementation of one-to-one devices, supporting the null hypothesis. While a slight increase in average scores was observed, it lacked statistical significance. The results suggest that technology alone may not substantially impact learning outcomes without intentional pedagogical integration and educator training. The study underscores the importance of professional development and instructional strategies in maximizing the effectiveness of educational technology and calls for further research to optimize its use in mathematics education,