Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Laurie A. Sharp, Marc Hamil

Abstract


Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a quantitative research design and conducted multiple regression analyses among 723 students from a north Texas school district that showed high-levels of use with Think Through Math© during the 2015-2016 school year. Data from Think Through Math© reports and annual standardized mathematics assessments were collected and analyzed from elementary, intermediate, junior high, and high school campus levels. Results of the multiple regression analyses were reported for each campus level, as well as several statistically significant and positive associations.

Keywords


K-12, web-based adaptive instruction, mathematics, digital resources

Full Text:

PDF

References


Bolt, D. M., Ysseldyke, J., & Patterson, M. J. (2010). Students, teachers, and schools as sources of variability, integrity, and sustainability in implementing progress monitoring. School Psychology Review, 39(4), 612-630. Retrieved from http://www.nasponline.org/resources-and-publications/periodicals/spr

Boster, F. J., Meyer, G. S., Roberto, A. J., Lindsey, L., Smith, R., Inge, C., & Strom, R. E. (2007). The impact of video streaming on mathematics performance. Communication Education, 56(2), 134-144. doi:10.1080/03634520601071801

Campuzanno, L., Dynarski, M., Agodini, R., & Rall, K. (2009). Effectiveness of reading and mathematics software products: Findings from two student cohorts (NCEE 2009-4041). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Cavalluzzo, L., Lowther, D., Mokher, C., and Fan, X. (2012). Effects of the Kentucky Virtual Schools’ hybrid program for algebra I on grade 9 student math achievement. (NCEE 2012-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Chappell, S., Arnold, P., Nunnery, J., & Grant, M. (2015). An examination of an online tutoring program's impact on low-achieving middle school students' mathematics achievement. Online Learning, 19(5), 37-53. Retrieved from http://onlinelearningconsortium.org/read/online-learning-journal/

Clark, A. K., & Whetstone, P. (2014). The impact of an online tutoring program on mathematics achievement. The Journal of Educational Research, 107, 462-466. doi:10.1080/00220671.2013.833075

Clements, D. H., Sarama, J., Wolfe, C. B., & Spitler, M. E. (2015). Sustainability of a scale-up intervention in early mathematics: A longitudinal evaluation of implementation fidelity. Early Education and Development, 26(3), 427-449. doi:10.1080/10409289.2015.968242

Crawford, L. Carpenter II, D. M., Wilson, M. T., Schmeister, M., & McDonald, M. (2012). Testing the relation between fidelity of implementation and student outcomes in math. Assessment for Effective Intervention, 37(4), 224-235. doi:10.1177/1534508411436111

Foster, M. E., Anthony, J. L., Clements, D. H., Sarama, J., & Williams, J. M. (2016). Improving mathematics learning of kindergarten students through computer-assisted instruction. Journal for Research in Mathematics Education, 47(3), 206-232. doi:10.5951/jresematheduc.47.3.0206

Kiriakidis, P. P., & Geer, B. T. (2014). The effect of Success Maker software on state scores in Elementary School Math. Romanian Journal for Multidimensional Education, 6(2), 127-138. doi:10.18662/rrem/2014.0602.10

Martindale, T., Pearson, C., Curda, L. K., & Pilcher, J. (2005). Effects of an online instructional application on reading and mathematics standardized test scores. Journal of Research on Technology in Education, 37(4), 349-360. doi: 10.1080/15391523.2005.10782442

Nunnery, J. A., & Ross, S. M. (2007). The effects of the School Renaissance program on student achievement in reading and mathematics. Research in the Schools, 14(1), 40-59. Retrieved from http://www.msera.org/publications-rits.html

Osborne, J. W., & Waters, E. (2002). Four assumptions of multiple regression that researchers should always test. Practical Assessment, Research & Evaluation, 8(2). Retrieved from http://pareonline.net/getvn.asp?n=2&v=8

Rutherford, T., Farkas, G., Duncan, G., Burchinal, M., Kibrick, M., Graham, J., & ... Martinez, M. E. (2014). A randomized trial of an elementary school mathematics software intervention: Spatial-temporal math. Journal of Research on Educational Effectiveness, 7(4), 358-383. doi:10.1080/19345747.2013.856978

Securro, S., Jones, J. D., Cantrell, D., & Blackwell, J. (2006). Intervention that adds up: The impact of merit software on standardized achievement test scores of middle school students. Journal on School Educational Technology, 2(1), 47-53. Retrieved from https://www.learntechlib.org/j/ISSN-0973-2217/

Smith, J. G., & Suzuki, S. (2015). Embedded blended learning within an Algebra Classroom: A multimedia capture experiment. Journal of Computer Assisted Learning, 31(2), 133-147. doi:10.1111/jcal.12083

Texas Education Agency. (2016a). STAAR resources. Retrieved from http://tea.texas.gov/student.assessment/staar/

Texas Education Agency. (2016b). Student Success Initiative. Retrieved from http://tea.texas.gov/student.assessment/ssi/

Texas Education Agency (2016c). Student Success Initiative (Texas SUCCESS) online accelerated instruction resources. Retrieved from http://texassuccess.org/

Think Through Learning, Inc. (2016a). Resources: Case studies. Retrieved from https://www.thinkthroughmath.com/resources/case-studies/

Think Through Learning, Inc. (2016b). Our solution. Retrieved from https://www.thinkthroughmath.com/math-intervention-program-online/

Ysseldyke, J., & Bolt, D. M. (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36(3), 453-467. Retrieved from http://naspjournals.org/loi/spsr




DOI: http://dx.doi.org/10.24059/olj.v22i1.1133

Bookmark and Share


Copyright (c) 2018 Laurie A. Sharp, Marc Hamil