The Association between the Use of Accelerated Math and Students' Math Achievement.

• Main Author: Atkins, James
• Format: Text
• Language: unknown
• Published: Digital Commons @ East Tennessee State University 2005
• Subjects: Accelerated Math; mathematics achievement; computer-assisted instruction; Education; Educational Assessment; Evaluation; and Research; Terranova
• Online Access: https://dc.etsu.edu/etd/1028; https://dc.etsu.edu/context/etd/article/2185/viewcontent/AtkinsJ052505f.pdf

The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researcher’s investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with proficiency scores. The study revealed that there ...