A Comparison of Georgia Criterion Referenced Competency Test Math Scores Between At-Risk Fifth Grade Students Receiving Computer Based Math Instruction and At-Risk Students Not Receiving Computer Based Math Instruction
School of Education
Doctor of Education (EdD)
Primary Subject Area
Education, Curriculum and Instruction; Education, Elementary; Education, General; Education, Mathematics; Education, Technology; Education, Tests and Measurements
computer based instruction, curriculum based measurement
Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Science and Mathematics Education
Arnold, Katherine, "A Comparison of Georgia Criterion Referenced Competency Test Math Scores Between At-Risk Fifth Grade Students Receiving Computer Based Math Instruction and At-Risk Students Not Receiving Computer Based Math Instruction" (2013). Doctoral Dissertations and Projects. 758.
This causal comparative research study compared the mean score differences from two groups of fifth grade students. Both groups were identified at-risk, based on a curriculum based math measure and their 4th grade performance on the state assessment, for failure to meet math standards on the state assessment. The curriculum-based measure in this study was the 2011-12 AIMSweb Mathematic Concepts and Applications (M-CAP). Mathematics achievement was measured by scores on the 2012 math subtest of the Georgia Criterion Referenced Competency Test (CRCT). Each group received classroom instruction using Learning Focused Schools (LFS) math strategies. The treatment group received additional computer based math instruction. The computer based math instruction in this study was Individual Prescription for Achieving State Standards (iPASS). A correlation analysis examined the ability of the 2011-12 M-CAP fall cut scores to identify risk status measured by student scores on the 2012 CRCT math subtest. A second correlation analysis examined the predictive ability of the 2011-12 winter M-CAP target scores on the CRCT as indicated by the strength and direction of the relationship. Three research questions were investigated: (a) Is there a difference in the 2012 CRCT math scores between at-risk fifth grade students who participate in computer based math instruction and those who do not? (b) Are the 2011-12 fall M-CAP cut scores able to identify fifth grade students as at-risk to fail the math portion of the 2012 CRCT? (c) Are the 2011-12 winter M-CAP target scores able to predict fifth grade students’ performance on the math subtest of the 2012 CRCT? To address these research questions this study first examined the effectiveness of computer based math concepts and applications instruction on student achievement and its viability as an effective intervention for students identified as at-risk to fail end of year state assessments. Secondly, this study investigated the ability of curriculum based math measures, specifically concepts and applications, to identify students as at-risk for failure. Finally, it investigated the ability of target scores to predict achievement outcomes on state assessments. Results of this study will produce additional data to help facilitate informed instructional decisions.