A Randomized Control Trial Evaluating The Effectiveness Of Computer Assisted Instruction In Numeracy On Math Outcomes For Monolingual English Speaking Kindergartners From Title 1 Schools
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| Author | : M. E. Foster |
| Publisher | : |
| Total Pages | : 7 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
Children from low-income and ethnic minority backgrounds have demonstrated substantially lower levels of math achievement than their middle class majority peers for decades. The present study addressed two research questions: (1) when used as a supplement to typical classroom instruction and in isolation from the larger curriculum, does Building Blocks Software lead to improvements in math achievement as measured by proximal and distal measures of mathematics?; and (2) are the impacts of supplemental use of Building Blocks Software specific to math achievement? Nine Title 1 schools drawn from a large urban school district in Texas that primarily served students from low-income and ethnic minority backgrounds participated in this study. Forty kindergarten classrooms, all with full-day programming, participated. The sample consisted of 243 monolingual English speaking children (52% female). Most of these children represented ethnic minorities: 63% were African American, 30% Hispanic/Latino, 4% mixed ethnicity, 2% Caucasian, and 1% other. At the study's onset, the sample's scores on norm-referenced standardized tests of verbal ability (M = 84; SD = 14) and nonverbal ability (M = 77, SD = 11) were low average and below average, respectively, indicating risk for poor academic outcomes. Participants were randomized to receive computer assisted instruction with "Building Blocks Software" or "Earobics Step 1", a literacy software program. Randomized control trial; participants were randomized with equal probability from within classroom to one of the two experimental conditions. Children's numeracy skills were assessed with the "Research Based Early Math Assessment," a measure proximal to the Building Blocks Software at the beginning (i.e., pretest) and at the end (i.e., posttest) of children's kindergarten year. At posttest, the Applied Problems subtest from the "Woodcock-Johnson III Tests of Achievement," a distal measure of broad math achievement, was administered. To examine treatment specificity, vocabulary was assessed with the "Expressive One Word Picture Vocabulary Test" at pretest and posttest. Significant benefits for posttest math scores, but not vocabulary scores, were seen for children in the "Building Blocks Software" condition. For numeracy scores at posttest, there was a main effect for group, F(1, 178) = 8.08, p
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 587 |
| Release | : 2015-07-23 |
| Genre | : Social Science |
| ISBN | : 0309324882 |
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
| Author | : Douglas H. Clements |
| Publisher | : Routledge |
| Total Pages | : 552 |
| Release | : 2009-04-01 |
| Genre | : Education |
| ISBN | : 1135843791 |
In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
| Author | : Amy English Hunter |
| Publisher | : |
| Total Pages | : 404 |
| Release | : 2012 |
| Genre | : Mathematics |
| ISBN | : |
The purpose of this study was to examine the effects of different instructional types used in a mathematics intervention setting. In recent years, school staff have implemented mathematics intervention programs to aid struggling students and improve student achievement. Advancements in technology have enticed many school staff to purchase computer-based instructional products that are used for mathematics intervention. Often computer-assisted instruction (CAI) is the only mathematics intervention students receive, however staff in the school of this study used a structured curriculum (SC) along with CAI Therefore, this study examined the effects of CAI compared to a SC delivered by a teacher. This study used a three-group pre/post-test design, which examined the effects of CAI, SC, and CAI with SC on mathematics achievement and students' attitudes towards mathematics. The follow research questions guided data analyses: 1) Is there a significant instructional type effect on mathematics achievement? 2) Is there a significant instructional type effect on mathematics attitude? 3) What is the factor structure of mathematics attitude scores of struggling learners? Univariate and multivariate analyses revealed no statistically significant instructional type effects on mathematics achievement or attitude towards mathematics. However, factor analyses of pre-survey attitude scores revealed a factor structure different from the one found in current research. Meanwhile, factor analyses of post attitude survey scores resulted in a factor structure resembling that found in current literature, which suggested a shift in struggling students' mathematics attitude structures after they participated in mathematics intervention. The results of this study provided information about how school leaders and administrators can design and implement mathematics intervention programs as well as the role of CAI in intervention programs. Additionally, lapses in fidelity of program implementation may have influenced results of the study and provide recommendations for teacher professional development and monitoring in order to maintain high levels of fidelity when implementing an intervention program. Finally, the results of this study suggested that struggling learners' attitude structure might be different than that of students in the larger population. The researcher discussed implications these differences may have on the design of mathematics intervention programs.
| Author | : Bianca Böhmer |
| Publisher | : |
| Total Pages | : 230 |
| Release | : 2014 |
| Genre | : Electronic dissertations |
| ISBN | : |
This thesis presents the results of randomized controlled trial conducted to evaluate a Grade 8 after-school mathematics intervention. The programme employed student coaches to facilitate classes in which Khan Academy resources were used to teach basic numeracy. Large gains of 0.321 standard deviations were observed on basic numeracy outcomes for learners who were selected to be on the programme. Similarly, learners in treatment also scored 0.246 standard deviations higher on core Grade 8 curriculum questions at endline. The improvements in mathematics outcomes were evident for learners throughout the distribution and treatment learners outperformed control group learners on every subsection of the mathematics test. There was also no significant differential treatment effect by gender, race, home language, baseline typing speed or cognitive development. However, treatment learners with better English literacy at baseline scored significantly higher than learners in the bottom third on core grade 8 curriculum questions. Additionally, despite close contact between control and treatment learners, no statistically significant evidence of spillover was detected.
| Author | : What Works Clearinghouse (ED) |
| Publisher | : |
| Total Pages | : 8 |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
The 2012 study, "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies," examined the effects of "Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD)," a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. "TRIAD" is designed for young children, particularly those at risk of low math achievement. The study also included an assessment of whether continuing the intervention through kindergarten improved math achievement at the end of kindergarten. To measure these effects, two versions of the intervention were delivered: (a) "TRIAD" no follow-through ("TRIAD-NFT"), where children only received "TRIAD" in preschool; and (b) "TRIAD" follow-through ("TRIAD-FT"), where children received "TRIAD" in both preschool and kindergarten. Forty-two schools from Buffalo, NY, and Boston, MA were included in this study. Within each city, schools were grouped by the previous year's fourth grade mathematics state assessment scores and then randomly assigned to either the "TRIAD-NFT" group (14 schools), the "TRIAD-FT" group (12 schools), or a comparison group that implemented neither intervention (16 schools). From each preschool classroom, researchers randomly selected up to 15 children to participate. Researchers assessed the math ability of these children at the start of preschool (prior to intervention), at the end of preschool (after 1 year of study participation), and at the end of kindergarten (after 2 years of study participation). Using these completed assessments, 963 students were included in the final analysis. To measure the intervention's effects, the researchers separately compared outcomes at the end of kindergarten for those in "TRIAD-NFT" and "TRIAD-FT" to those from the comparison group. The researchers further compared the end-of-kindergarten outcomes between "TRIAD-NFT" and "TRIAD-FT" to assess whether there were any differences due to the continuity of the "TRIAD" intervention into kindergarten. At the end of kindergarten, the authors found that both the "TRIAD-NFT" and "TRIAD-FT" interventions had a statistically significant positive effect on student performance on the Research-based Elementary Math Assessment (REMA) when compared to students attending comparison schools, and the WWC confirmed these findings. The authors found no difference in REMA performance when comparing students attending "TRIAD-NFT" schools to those attending "TRIAD-FT" schools. The research described in this report meets WWC group design standards with reservations This study is a randomized controlled trial with unknown levels of study attrition, and thus, this study does not pass the attrition standard. However, the study demonstrates the equivalence of the analytic samples for each comparison at baseline. Appended are: (1) Study details; (2) Outcome measure for the mathematics achievement domain; and (3) Study findings for the mathematics achievement domain. A glossary of terms is also included. [The following study is the focus of this review: Sarama, J., Clements, D. H., Wolfe, C. B., & Spitler, M. E. (2012). "Longitudinal Evaluation of a Scale-Up Model for Teaching Mathematics with Trajectories and Technologies." "Journal of Research on Educational Effectiveness," 5(2), 105-135 (EJ961450).].
| Author | : Kathy Dye Spradlin |
| Publisher | : |
| Total Pages | : 160 |
| Release | : 2009 |
| Genre | : Internet in education |
| ISBN | : |
Colleges and universities are trying alternative instructional approaches to improve the teaching of developmental mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math courses and for the twenty-first century workforce. Computers and the internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The purpose of this study was to compare academic performance of students enrolled in a developmental mathematics course using traditional instruction, traditional instruction supplemented with computer-assisted instruction, and online distance learning. In addition, gender differences in mathematical performance were also investigated. The quasi-experimental study was conducted in Intermediate Algebra classes at a large, private, eastern university. An analysis of covariance was used to adjust the mean posttest scores for any initial difference in the groups on the pretest. There was no statistically significant difference in the posttest scores of students receiving traditional instruction and traditional instruction supplemented with computer-assisted instruction. There was a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction. Although the original intent of this study was to include a group of students who took the course online, pretest scores for this group excluded them from the analysis. Institutions should offer developmental mathematics courses in a variety of formats, assist students in selecting the mode of instruction that best suits their learning style, and provide professional development in computer-assisted instruction.
| Author | : Kenya Collier Williams |
| Publisher | : |
| Total Pages | : 208 |
| Release | : 2015 |
| Genre | : Behavior disorders in adolescence |
| ISBN | : |
Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students' task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents' mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants' task engagement. The study's social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.
| Author | : Wardena Ann Dunn-Elliott |
| Publisher | : |
| Total Pages | : 124 |
| Release | : 1991 |
| Genre | : |
| ISBN | : |
| Author | : Thomas A. Romberg |
| Publisher | : SUNY Press |
| Total Pages | : 380 |
| Release | : 1992-01-01 |
| Genre | : Mathematics |
| ISBN | : 9780791408995 |
Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.
