The Impact of Adaptive Learning on Mathematics Achievement PDF Download
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Author: Kimberly Crowley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 165
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Book Description
Author: Kimberly Crowley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 165
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Book Description
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: Aminata E. Bamba Adewumi
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 198
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Author: KHRITISH SWARGIARY
Publisher: GOOGLE
ISBN:
Category : Education
Languages : en
Pages : 21
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Book Description
This empirical study examines the impact of AI-driven personalized learning platforms on mathematics achievement and student engagement among middle school students in rural and urban schools in Karnataka, India. Utilizing a quasi-experimental design, the study involved 400 students (200 rural, 200 urban), split into control and experimental groups. Pre-test and post-test assessments were conducted using standardized mathematics tests, engagement surveys, classroom observations, and AI platform analytics. Results showed significant improvements in post-test scores for the experimental groups using AI platforms compared to control groups in both settings (p < 0.001). Specifically, rural experimental group scores improved from a pre-test mean of 62.5 to a post-test mean of 78.3, while urban experimental group scores increased from 68.2 to 83.9. Engagement levels were also higher in experimental groups, with rural students scoring 78.5 on engagement surveys compared to 65.2 in the control group, and urban students scoring 82.1 compared to 69.8. However, rural schools reported greater challenges in implementation, including inadequate internet connectivity (78% vs. 32%, p < 0.001) and lack of devices (65% vs. 28%, p < 0.001). These findings suggest that while AI-driven platforms significantly enhance educational outcomes, tailored strategies are necessary to address the distinct challenges faced by rural schools. Recommendations include improving rural infrastructure, expanding teacher training, and fostering supportive environments to maximize the benefits of AI-driven personalized learning.
Author:
Publisher:
ISBN:
Category : Adaptive computing systems
Languages : en
Pages : 278
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Book Description
This research study used a quasi-experimental design and mixed data collection methods combining both quantitative and qualitative data to study the impact of blending computer-adaptive programming and student collaboration on mathematics achievement. Collaborative learning is a well-documented effective instructional strategy that promotes greater understanding of mathematics. Additionally, as technology access has increased in schools and computer programs have advanced, more and more teachers are using computer-adaptive programs to provide personalized pacing and immediate feedback to support mathematics learning. This study hypothesized that combining the use of computer-adaptive programs with a collaboration structure would result in greater mathematics achievement then either strategy alone. This study analyzed the change in mathematics scores over the course of a semester of sixteen classes ranging from 3rd to 7th grade divided into four groups - a group that used only a computer-adaptive program as an addition to their instruction, a group that implemented only a collaboration structure to their regular instruction, a group that used both a computer-adaptive program with a collaboration struction, and a control group in which there was no change in the instructional methodology. Furthermore, survey responses from teacher surveys administered at both the beginning and end of the semester were studied for supporting detail and information. This study found that student collaboration is a superior instructional strategy to use in the mathematics classroom over a computer-adaptive program. Moreover, this study found that the amount of time spent using a computer-adaptive program had no significant difference on mathematics achievement. The study also affirmed that students are motivated to learn mathematics by a variety of factors and that providing a multitude of ways for students to learn, practice, and communicate about mathematics such as through the blending of computer-adaptive and collaborative learning, over time, may lead to increased effort and engagement.
Author: Nathan Andrew Hawk
Publisher:
ISBN:
Category : Distance education students
Languages : en
Pages : 0
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Book Description
The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Author: Sarah Brasiel
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
An extensive body of research has demonstrated that the use in a K-12 classroom of technology, such as the Internet, computers, and software programs, enhances the learning of mathematics (Cheung & Slavin, 2013; Cohen & Hollebrands, 2011). In particular, growing empirical evidence supports that certain types of technology, such as intelligent tutoring systems and adaptive learning systems, have a positive impact on students' academic achievement in math and their attitudes toward math (Arroyo, Burleson, Tai, Muldner, & Woolf, 2013; Ma, Adesope, Nesbit, & Liu, 2014; Pane, Griffin, McCaffrey, & Karam, 2013; Steenbergen-Hu & Cooper, 2013). These kinds of learning systems yield positive effects by providing students with personalized instruction tailored to "the pace, order, location, and content of a lesson uniquely for each student" (Enyedy, 2014, p. 3). However, despite the recognized benefits, many teachers still struggle with successfully integrating technology into their instruction. Through funding from the state legislature, over 200,000 K-12 students were given access to 11 mathematics education technology products. The authors surveyed teachers to understand the implementation successes and challenges. The authors' review of prior research and the TPACK framework informed the research as the authors analyzed open-ended survey data on teachers' perceptions of the education technology implementation over one school year. At the end of the year, researchers collected data from the state office of education on student assessment and demographic characteristics for use in a quasi-experiment to understand the impact of the mathematics technology products. The following research questions were addressed: (1) Is there any significant effect of using mathematics education technology through the statewide grant program on student state achievement; (2) Is there any significant effect of using the technology for students who met the fidelity of implementation benchmark; (3) How were the education technology products being used; (4) With what features of the products or experiences are teachers most satisfied; (5) What concerns or challenges have teachers experienced with use of the products; (6) What barriers limit teachers from using the products to their desired level; and (7) How have teachers used the performance management features of the products? While the state assessment data is very important, the authors provide a detailed overview of teacher feedback because it sheds light on their experiences implementing the products/programs and opportunities to learn lessons from implementation that can inform future years of implementation. Tables and figures are appended. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.].
Author: Robert A. Sottilare
Publisher: Springer Nature
ISBN: 3031347358
Category : Computers
Languages : en
Pages : 365
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Book Description
This book constitutes the refereed proceedings of the 5th International Conference, AIS 2023, held as part of the 25th International Conference, HCI International 2023, which was held virtually in Copenhagen, Denmark in July 2023. The total of 1578 papers and 396 posters included in the HCII 2023 proceedings was carefully reviewed and selected from 7472 submissions. The AIS 2023 proceeding helps to understand the theory and enhance the state-of-practice for a set of technologies (tools and methods) called adaptive instructional systems (AIS). AIS are defined as artificially intelligent, computer-based systems that guide learning experiences by tailoring instruction and recommendations based on the goals, needs, preferences, and interests of each individual learner or team in the context of domain learning objectives.
Author: Engin Karadağ
Publisher: Springer
ISBN: 3319560832
Category : Education
Languages : en
Pages : 333
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Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Harriet Mayer
Publisher: Independently Published
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
'Math Revolution: Personalized, Adaptive Teaching Techniques' embarks on a spellbinding journey into the heart of educational evolution. Beyond the numbers and formulas, this Special Report dives into the transformative power of personalized, adaptive learning strategies in mathematics. It touches both the layman and the educational expert, presenting an engagingly written exploration into an exciting new frontier in education. Like the breaking of a new dawn, this report shines light on the promise of a Math Revolution. It demystifies the technicalities and presents a clear argument for why personalized, adaptive learning strategies are crucial for the future of education. Unique learning environments, technological innovation, and a redefined role for teachers - these and more are the themes that the report stitches together to present a compelling vision for a new era in learning. Harriet Mayer, a leading voice in education reform, lends her voice and experience to the narrative. Her work shines with her passion for making math accessible, drawing in readers with her clear, down-to-earth language. This is not just a report for educators, but for anyone interested in the future of learning. Be part of the revolution and delve deep into the future of math education! Whether a teacher, a parent, or even just a keen educational enthusiast, this report is an invaluable read that helps unlock the next stage in the world of education!
