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

Authors

  • Laurie A. Sharp West Texas A&M University
  • Marc Hamil Canyon Independent School Distict

DOI:

https://doi.org/10.24059/olj.v22i1.1133

Keywords:

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

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.

Author Biographies

Laurie A. Sharp, West Texas A&M University

Dr. John G. O'Brien Distinguished Chair in Education

Marc Hamil, Canyon Independent School Distict

Director of Secondary Programs

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Published

2018-03-01

Issue

Vol. 22 No. 1 (2018)

Section

Empirical Studies

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