The Impact of Blending Computer-adaptive Programs and Collaboration on Mathematics Achievement in Upper Elementary and Middle School PDF Download
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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:
Publisher:
ISBN:
Category : Adaptive computing systems
Languages : en
Pages : 278
Get Book Here
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: Kenyatta Gilmore
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 91
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Book Description
The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.
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: Denise Jarrett
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 76
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Book Description
Author: Lesa Maria Covington Clarkson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 390
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Book Description
Author: Henry Jay Becker
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 56
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Book Description
Author: Jarrod Bingham
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 90
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Book Description
To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) co-teacher classrooms or b) single teacher classrooms. The dependent variable was students’ scores on the STARâ assessment by Renaissance Learningâ. Students’ scores on a previous administration of the test were covariates in the study. In addition to making the aforementioned comparison, the researcher looked for significant differences between the test scores of cotaught females and cotaught males. The researcher used an ANCOVA to run these analyses and observed no significant difference between the test scores of the treatment and control groups. The results also failed to yield a significant difference between the males and the females. While there was no significant difference among the general education students, the researcher implied that the fact that general education students did not perform at a significantly lower level might actually validate the collaborative teaching model. Future researchers should consider either duplicating this study with a larger, more diverse sample or conduct a similar study that also examines the efficacy with which collaborative teaching is being implemented.
Author: Brandi Rachelle Robinson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 93
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Book Description
The United States ranks in the middle of the nations participating in the Programme for International Student Assessment, and secondary education has not seen growth in mathematics achievement since the 1970s. Computer-assisted math education offers a new opportunity to increase mathematical achievement with students. Pearson Education’s MyMathLab has shown promise at the higher education level with enhancing student proficiency in concepts. The purpose of this study was to determine if the use of Math XL, the secondary counterpart to MyMathLab, could increase mathematics achievement, measured by the performance on the end-of-course test for Algebra I and Geometry for high school students in a computer-assisted math intervention program. The quasi-experimental posttest-only study enhanced the current knowledge of MyMathLab/Math XL as a tool for higher education and demonstrated the effects of using it at the secondary level. The sample was taken from high school Algebra I and Geometry students at an online high school in a southern state. A comparison group was created from students meeting the same criteria for the computer-assisted math intervention program who chose not to participate. An analysis of variance was used to test for statistically significant differences in the end-of-course test scores in those students enrolled in a computer-assisted math intervention program and those students not enrolled in a computer-assisted math intervention program. The analysis found no significant difference in the mean between the group enrolled in computer-assisted intervention and those not enrolled.
Author: John E. Ash
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 236
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Book Description
Author: Brenda Jean Jackson
Publisher:
ISBN: 9781109903102
Category : Mathematics
Languages : en
Pages : 126
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Book Description
Therefore, based on this study, the researcher has concluded that computer-assisted instruction had a significant effect on the mathematics achievement of elementary students in grades three through six.
