Degree Name

EdD (Doctor of Education)

Program

Educational Leadership

Date of Award

8-2005

Committee Chair or Co-Chairs

Nancy Dishner

Committee Members

Terrence A. Tollefson, Louise L. MacKay, Cecil N. Blankenship

Abstract

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 was a significant intervention interaction with school, teacher, and grade. There was a significant interaction intervention for both proficiency and value-added scores for each of these three independent variables. In addition, the research revealed that the degree of implementation was a significant factor in students' achievement.

Document Type

Dissertation - Open Access

Copyright

Copyright by the authors.

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