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Author: Amy Dawn Fanusi
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
A quantitative causal-comparative and correlation research studied Assessment and Learning in Knowledge Spaces (ALEKS) at a middle school in rural Georgia. The purpose was to determine if computerized math instruction, as measured by ALEKS, was more effective than traditional teacher instruction with students in math support in order to pass the Georgia Criterion Referenced Competency Test (CRCT). The study also explored the relationship among other variables: if the percentage of concepts a student completed in ALEKS affected student success on the CRCT, and if gender played a factor in achievement on the CRCT when enrolled in the ALEKS computer math support class. The math intervention used in this study, ALEKS, has been researched using college and high school students, but little research focused on the effectiveness of ALEKS with middle school students. All data collected was archival from the 2011-2012 and 2012-2013 school years and included 294 total participants, of which 181 were enrolled in ALEKS for the entire year; 113 were enrolled in a traditional math support class for the entire year. The researcher analyzed two hypotheses in this study using a one-way ANCOVA and one hypothesis using a Pearson product-moment correlation. Results from this study revealed that ALEKS did not have a significant impact on CRCT test scores in the middle grades, yet there was a correlation to the percentage of ALEKS a student completed and the increase in that student's score on the CRCT. While there has been research conducted in this area, there is still room for more ALEKS research.
Author: Amy Dawn Fanusi
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 0
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Book Description
A quantitative causal-comparative and correlation research studied Assessment and Learning in Knowledge Spaces (ALEKS) at a middle school in rural Georgia. The purpose was to determine if computerized math instruction, as measured by ALEKS, was more effective than traditional teacher instruction with students in math support in order to pass the Georgia Criterion Referenced Competency Test (CRCT). The study also explored the relationship among other variables: if the percentage of concepts a student completed in ALEKS affected student success on the CRCT, and if gender played a factor in achievement on the CRCT when enrolled in the ALEKS computer math support class. The math intervention used in this study, ALEKS, has been researched using college and high school students, but little research focused on the effectiveness of ALEKS with middle school students. All data collected was archival from the 2011-2012 and 2012-2013 school years and included 294 total participants, of which 181 were enrolled in ALEKS for the entire year; 113 were enrolled in a traditional math support class for the entire year. The researcher analyzed two hypotheses in this study using a one-way ANCOVA and one hypothesis using a Pearson product-moment correlation. Results from this study revealed that ALEKS did not have a significant impact on CRCT test scores in the middle grades, yet there was a correlation to the percentage of ALEKS a student completed and the increase in that student's score on the CRCT. While there has been research conducted in this area, there is still room for more ALEKS research.
Author: Burak Yilmaz
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 122
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Book Description
The intent of this study is to investigate the effects of a particular adaptive math learning program (ALEKS) on math achievement and its impact on closing the achievement gap in math performance of middle school students. The study is conducted in two small urban school districts in a southern city. The study is a quasi-experimental research design with a sample size of 1110 students in grades fifth through ninth forming a control group and a treatment group of equal sizes. The data is compiled from the 2014-2015 school year (archived data) and has been analyzed using analysis of covariance (ANCOVA) to compare mean scores of the two groups from a norm-referenced test and regression analysis to understand various categorical variables affecting math achievement on ALEKS.
Author: Charles Moore
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 154
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Book Description
Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.
Author: Marguerite G. Lodico
Publisher: John Wiley & Sons
ISBN: 0470436808
Category : Psychology
Languages : en
Pages : 560
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Book Description
Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation
Author: Pat Ko
Publisher:
ISBN:
Category : Artificial intelligence
Languages : en
Pages : 124
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Book Description
Author: Frances R. Spielhagen
Publisher: Teachers College Press
ISBN: 0807771821
Category : Education
Languages : en
Pages : 113
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Book Description
How can we increase mathematics achievement among all students? This book provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance. Spielhagen chronicles the success of a large school district that changed the way mathematics was delivered and increased success rates across all populations. Featuring interviews with students and teachers, the author shows how all stakeholders were brought into the process of changing policy from the ground up. Offering a model for success that can be replicated by other districts, this resource: Provides a comprehensive account of how mathematics policy that evolved in the United States over the last century has resulted in low math literacy among our population.Addresses the recommendations and counterpoints to the report of the National Mathematics Panel (2009).Includes real-life examples of how stakeholders responded to the policy change that revolutionized mathematics instruction in their district. Frances R. Spielhagen is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, New York. “Offers an ‘elegant solution’ to a compelling problem in American society that has global implications: Who should study algebra and when? The best-practices approach should be required reading for pre-service and in-service educators and administrators alike. Readers will recognize that preparing students to learn algebra by 8th grade is as much a right as learning to read. It is a right upon which our future depends.” —Susan G. Assouline, Professor of School Psychology, Associate Director, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, The University of Iowa “Frances Spielhagen’s book offers a thoughtful and detailed response to one of the most important questions of our time—should all students take algebra in 8th grade? With impressive and thorough research, the author considers issues of teaching and learning, as well as curriculum and policy. For all those who care about the mathematical future of our nation’s children, this book is a must read.” —Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education “In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.” —Bruce S. Cooper, Professor, Graduate School of Education, Fordham University
Author: Lesa Maria Covington Clarkson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 390
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Book Description
Author: Elyar Isgandarli
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 158
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Book Description
Educational technology is evolving and growing at a faster pace than ever before. Such fast-paced growth makes it difficult to evaluate and measure its effectiveness in a timely manner and creates a need for independent academic literature in this area. This study serves to address to this need and contribute to the body of literature. The intent of this study is to identify the nature of the relationship between middle school students’ progress on ALEKS mathematics software during a school year and their performance on mathematics state assessments. The study is conducted in a Midwest urban charter school with approximately 300 students. This is a quasi-experimental quantitative research design with a sample size of 336 students in grades sixth through eighth between the years of 2015 and 2019. Archived data from these years have been compiled and analyzed using a Pearson correlation and t-test to clarify the nature of the relationship between independent and dependent variables.
Author: Jason W. Craig
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages :
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Book Description
The purpose of this study was to conduct a mid-cycle examination on the effects of a nonprofit organization's middle school intervention program on sixth grade math TAKS scores at a suburban middle school in Houston, Texas. This study examined the effectiveness of two of the project goals in the first year of a two-year implementation: Increased achievement for targeted cohort students and all students in the sixth grade. The program consists of six components (baseline analysis of student data, targeted collaboration among teachers and schools, performance coaching to improve teaching and learning, continuous assessment for learning, family engagement, and extra instructional time and support to meet higher standards). Although scores did not improve in the first year of implementation, this study evaluated the goal to improve student performance in middle school that leads to increased success toward college and career readiness standards in high school.
Author: Gautam Biswas
Publisher: Springer Science & Business Media
ISBN: 3642218687
Category : Computers
Languages : en
Pages : 664
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Book Description
This book constitutes the refereed proceedings of the 15th International Conference on Artificial Intelligence in Education, AIED 2011, held in Auckland, New Zealand in June/July 2011. The 49 revised full papers presented together with three invited talks and extended abstracts of poster presentations, young researchers contributions and interactive systems reports and workshop reports were carefully reviewed and selected from a total of 193 submissions. The papers report on technical advances in and cross-fertilization of approaches and ideas from the many topical areas that make up this highly interdisciplinary field of research and development including artificial intelligence, agent technology, computer science, cognitive and learning sciences, education, educational technology, game design, psychology, philosophy, sociology, anthropology and linguistics.
