The Impact of a State-Funded Online Remediation Site on Performance Related to High School Mathematics Proficiency

New Search

Print Abstract

E-mail Abstract

Full Text

Save to My Collections

Export Citation

Biesinger, K. & Crippen, K. (2008). The Impact of a State-Funded Online Remediation Site on Performance Related to High School Mathematics Proficiency. Journal of Computers in Mathematics and Science Teaching, 27(1), 5-17. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23613.

Journal Information

Journal of Computers in Mathematics and Science Teaching
ISSN 0731-9258
Volume 27, Issue 1, January 2008
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on JCMST

Authors

Kevin Biesinger, Kent Crippen, University of Nevada Las Vegas, USA

Abstract

The No Child Left Behind Act of 2001 (NCLB) effectively shifted the K-12 educational paradigm to a system that places a high premium on performance and accountability. The impact of the NCLB legislation and the adoption of the Nevada High School Mathematics Proficiency Examination (NHSPEM) have created the need for instructional materials that directly target areas of deficiency. This paper presents an analysis of two studies conducted on a Web-based supplemental instructional tool designed to assist students in preparing for the NHSPEM. In the first of two studies, the performance of 64 students from ten high schools who completed the tutorial was compared with 3,502 students who had no exposure to the program. A repeated measures ANOVA comparing pre and post NHSPEM scores was found to be nearly significant (p=.051). In a follow up implementation study, students who had used the online tutorial and taken the NHSPEM for the first time significantly outperformed those who did not use the program (p=.024). Further, a higher percentage of students using the program passed the NHSPEM than those in the comparison group. Performance gaps for minority students were virtually eliminated for those completing the tutorial in the first study, although these results were not replicated in the follow-up implementation study. Recommendations for possible additions to the software and methods for enhancing the internal validity of future studies are discussed.

Keywords

• Assessment
• Evaluation
• Secondary Education
• Achievement
• Adolescents
• Students
• Mathematics
• Cognition
• Educational Technology
• eLearning
• Instructional Materials
• Tutoring
• Computers
• Internet
• Multimedia
• Software

Also Read

• Research Highlights in Technology and Teacher Education 2009
• Learning and Teaching with Electronic Games
• Usage Analysis in Learning Systems
• Interaction in Online Courses for Teacher Education: Subject Matter and Pedagogy
• Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education
• Resolving the Problem of Intelligent Learning Content in Learning Management Systems
• Determining the Impact of Online Practicum Facilitation for Inservice Teachers
• Children’s Models of the Internet
• Evaluating the Effects of Competency-Based Web Learning on Self-Directed Learning Aptitudes
• Fostering Critical Engagement in Preservice Teachers: Incorporating Weblogs Into Multicultural Education

Tags