Author: Melanie May McNeely
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
Book Description
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
The Impact of Computer-assisted Instruction on Ninth- and Tenth-grade Students
Author: Melanie May McNeely
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
Book Description
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
Publisher:
ISBN:
Category :
Languages : en
Pages : 125
Book Description
With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
The Effect of Computer-assisted Instruction on the Mathematics Achievement of Ninth Grade High School Students in the Lower Rio Grande Valley
Author: John Stephen Rosales
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 22
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 22
Book Description
The Effects of Computer Assisted Instruction in Basic Skills Courses on High-risk Ninth Grade Students
Author: Thomas E. Dellario
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 262
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 262
Book Description
The Effect of Computer Assisted Instruction in Improving Mathematics Performance of Low Achieving Ninth Grade Students
Author: Thomas Everett Bailey
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 210
Book Description
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 210
Book Description
The Effects of Computer Assisted Instruction in Improving Mathematics Performance of Low Achieving Ninth Grade Students
Author: Thomas Everett Bailey
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 210
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 210
Book Description
A study of computer assisted instruction in mathematics for very low ability tenth grade students
Author: Autie Merrell Doerr
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 210
Book Description
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 210
Book Description
The Effects of Computer-assisted Instruction and Programmed Instruction on the Achievement and Attitude of Ninth Grade General Mathematics Students
Author: Warner Johnson
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 484
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 484
Book Description
The Effect of Computer Assisted Instruction on Achievement of Ninth Graders Reviewing the Metric System
Author: Stephen P. Masten
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 136
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 136
Book Description
The Effect of Computer Assisted and Traditional Instruction on Ninth Grade English Composition and Academic Self-concept
Author: Keith A. St. Pierre
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 250
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 250
Book Description
Effects of Computer Assisted Instruction on Problem Solving Skills for Seventh, Eighth and Ninth Grade Mathematics Students and a Guide to Mathematics Software
Author: John H. Treveiler
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 34
Book Description
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 34
Book Description