دورية أكاديمية
Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication
| العنوان: | Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication |
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| اللغة: | English |
| المؤلفون: | Matthew E. Foster (ORCID |
| المصدر: | Journal of Research on Educational Effectiveness. 2024 17(1):94-118. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Elementary School Students, Mathematics Instruction, Numeracy, Intervention, Instructional Effectiveness, Kindergarten, Grade 1, Geometry, Mathematics Tests, Computer Assisted Instruction, State Standards |
| مصطلحات جغرافية: | Florida |
| DOI: | 10.1080/19345747.2023.2174919 |
| تدمد: | 1934-5747 1934-5739 |
| مستخلص: | Despite the surge in efficacy studies, the relative effectiveness of any two math interventions is largely unknown and replications are rare. To ensure that students benefit from high-quality learning experiences, the current conceptual replication of Wang and Woodworth, a randomized control trial, evaluated the relative impacts of two computer programs used in a school district as supplements to students' regular education math instruction, DreamBox Learning and Zearn Math. For 115 students in kindergarten and first grade, data were collected before and after an 11-week implementation period. Measures of effect size, but not null hypothesis statistical tests, suggested that participants in the DreamBox condition had higher test scores on posttest numeracy and geometry (Hedges g = 0.32 and 0.14). There was also a statistically significant group by pretest interaction, evidence of "Matthew Effects" for numeracy. Although some support for adopting DreamBox as a supplemental method for improving math competencies of students in early elementary school was provided, more research is needed as the true effect may be smaller than what the present study reports. The study's implications are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1408302 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1934-5747 1934-5739 |
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| DOI: | 10.1080/19345747.2023.2174919 |