A correlational study between iPASS, a computer-assisted program, and student performance in mathematics
Veleka S. Dudley, University of Phoenix, United States
University of Phoenix . Awarded
Students’ low academic performance in mathematics has been a prevalent problem in the United States. The federal No Child Left Behind Act of 2001 (NCLB) was created in an attempt to hold educators more accountable for students’ academic performance and to provide an impetus for educators to improve their instructional practices. One of the mandates of NCLB stipulates that schools and school systems must receive satisfactory scores on state standardized tests each year or risk being sanctioned for inadequate performance. In Georgia, students in 1st–8th grade must take the Criterion Referenced Competency Test (CRCT) each spring to measure their mastery of the standards taught to them in the core academic subject areas. A significant number of middle school students fail to meet the standards on the mathematics portion of the CRCT. The purpose of this quantitative correlational research study was to determine the significance of the relationship between a computer-based, individualized math tutorial program, IPASS, and students’ performance on the mathematics portion of the CRCT. The population for the study was a middle school in south Georgia serving students in 6th – 8th grade, all of whom used IPASS for additional support in mathematics. The null hypotheses were rejected based on the results of statistical tests that were conducted. Even though the results of statistical tests indicated that there was a correlation between the use of IPASS and students’ performance on the mathematics portion of the CRCT from one grade level to the next, the results also indicated that the students’ performance may have been influenced by other intervening variables. The results of the research study can be used by educational leaders to guide them in making curricular decisions aimed to improve student achievement in mathematics and to improve teachers’ effectiveness.
Dudley, V.S. A correlational study between iPASS, a computer-assisted program, and student performance in mathematics. Ph.D. thesis, University of Phoenix.
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