The Association between the Use of Accelerated Math and Students' Math Achievement.
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...
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fteasttennesseeu:oai:dc.etsu.edu:etd-2185 2023-07-30T04:07:14+02:00 The Association between the Use of Accelerated Math and Students' Math Achievement. Atkins, James 2005-08-16T07:00:00Z application/pdf https://dc.etsu.edu/etd/1028 https://dc.etsu.edu/context/etd/article/2185/viewcontent/AtkinsJ052505f.pdf unknown Digital Commons @ East Tennessee State University https://dc.etsu.edu/etd/1028 https://dc.etsu.edu/context/etd/article/2185/viewcontent/AtkinsJ052505f.pdf Copyright by the authors. Electronic Theses and Dissertations Accelerated Math mathematics achievement computer-assisted instruction Education Educational Assessment Evaluation and Research text 2005 fteasttennesseeu 2023-07-15T18:50:12Z 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 ... Text Terranova Digital Commons @ East Tennessee State University |
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Digital Commons @ East Tennessee State University |
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Accelerated Math mathematics achievement computer-assisted instruction Education Educational Assessment Evaluation and Research |
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Accelerated Math mathematics achievement computer-assisted instruction Education Educational Assessment Evaluation and Research Atkins, James The Association between the Use of Accelerated Math and Students' Math Achievement. |
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Accelerated Math mathematics achievement computer-assisted instruction Education Educational Assessment Evaluation and Research |
description |
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 ... |
format |
Text |
author |
Atkins, James |
author_facet |
Atkins, James |
author_sort |
Atkins, James |
title |
The Association between the Use of Accelerated Math and Students' Math Achievement. |
title_short |
The Association between the Use of Accelerated Math and Students' Math Achievement. |
title_full |
The Association between the Use of Accelerated Math and Students' Math Achievement. |
title_fullStr |
The Association between the Use of Accelerated Math and Students' Math Achievement. |
title_full_unstemmed |
The Association between the Use of Accelerated Math and Students' Math Achievement. |
title_sort |
association between the use of accelerated math and students' math achievement. |
publisher |
Digital Commons @ East Tennessee State University |
publishDate |
2005 |
url |
https://dc.etsu.edu/etd/1028 https://dc.etsu.edu/context/etd/article/2185/viewcontent/AtkinsJ052505f.pdf |
genre |
Terranova |
genre_facet |
Terranova |
op_source |
Electronic Theses and Dissertations |
op_relation |
https://dc.etsu.edu/etd/1028 https://dc.etsu.edu/context/etd/article/2185/viewcontent/AtkinsJ052505f.pdf |
op_rights |
Copyright by the authors. |
_version_ |
1772820439750410240 |