Author(s)

Michael RichFollow

Date

4-2016

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Shante Moore-Austin

Keywords

Unstructional Software, Instructional Technology, Math Achievement, Math Software, Online Courseware

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Science and Mathematics Education

Abstract

The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students’ math achievement in a Title I public elementary school in Georgia during the 2011-2012, 2012-2013, and the 2013-2014 school years. Data from the school was collected regarding the use of a supplemental math software program called Study Island during the 2012-2013 and the 2013-2014 school years. Data on students’ math achievement test scores was collected from school level reports for the 2011-2012, 2012-2013, and the 2013-2014 school years. Data was analyzed using a two-tailed t test to investigate the possible relationship between the use of the supplemental math software and students’ math achievement. Study results can be used to inform current school curriculum leaders, administrators, and teachers as they invest in technology tools and integrate technology into the math classroom. Results could also help schools of educational leadership working with finance, curriculum and instructional leaders, schools of educational technology, and teacher preparation academies as they train educators to effectively integrate technology into the classroom.