Author(s)

Todd ClarkFollow

Date

2-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Nathan Putney

Keywords

adaptive learning, Classworks, computer-assisted instruction, Computer-based instruction, pedagogy, research-based

Disciplines

Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction | Curriculum and Social Inquiry | Educational Methods | Science and Mathematics Education

Abstract

Mathematics achievement has become vitally important in public education, obligating students to meet and exceed higher standards in spite of ability and knowledge level. This causal-comparative study sought to establish the achievement of the Classworks® supplemental math program with seventh grade students from two public schools in Georgia. The national Criterion-Referenced Competency Test (CRCT) scores in math were used to compare 129 seventh grade students (control group) who used traditional instruction and 129 students (experimental group) who used traditional instruction along with the supplemental Classworks® software program. In addition, the study analyzed the relationships between gender, ethnicity, and socioeconomic status. The CRCT-Math mean scores of 2009 were used as the covariate, and were compared to the CRCT-Math mean scores of 2010 between the control and experimental groups. The results showed a statistically significant difference between the control and experimental groups, between the ethnic groups in the experimental group, and between the socioeconomic status and ethnicity in the experimental group. However, there was no statistically significant difference among gender alone and ethnicity alone in the experimental group. The findings revealed that the Classworks® math program helped improve student achievement on the CRCT-Math assessment. Consequently, additional research on the Classworks® program is highly recommended.