Schumacher, Gerald T.2018-06-252018-06-252018-052018-04-26May 2018http://hdl.handle.net/10657.1/1002School districts throughout the nation spend hundreds of thousands of dollars on one-to-one technology for students in hopes of increasing academic achievement. This study examined student achievement, via project-based learning and common based assessments, of students who used one-to-one technology in eighth grade compared to students who did not use one-to-one technology in eighth grade. Utilizing mixed methodology the quantitative part of this study included data from common based assessments in mathematics and science. The teachers’ and students’ perspective of student achievement after using one-to-one technology, through project-based learning, in eighth grade is the qualitative component to this study. Using two separate components, this research was conducted in a large, suburban school district in southeast Texas. First, archival data of CBA scores were gathered from the suburban school district for students who used one-to-one technology in eighth grade and students who did not use one-to-one technology in eighth grade. The results were analyzed via factorial analysis of variance (ANOVA) which determined if there was a statistically significant mean difference between the two groups and within groups. Second, student focus groups were conducted to investigate student belief in the relationship project-based learning through the use of one-to-one technology had on student achievement. Finally, teacher perspectives on self efficacy of implementation of one-to-one technology, through the use of project-based learning was gathered.application/pdfenCurriculum and instructionProject method in teachingSelf-efficacyDissertation2018-06-25