You are here:

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

, , University of Nevada Las Vegas, United States

JCMST Volume 27, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


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.


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. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 25, 2019 from .


View References & Citations Map


  1. Bailey, G. D. (1992). Wanted: A road map for understanding integrated learning systems. Educational Technology, 32(9), 3-5.
  2. Carr-Chellman, A., & Duchastel, P. (2000). The ideal online course. British Journal of Educational Technology, 31(3), 229-241.
  3. Corbett, A. T., Koedinger, K. R., & Hadley, W. (2002). Cognitive tutors: From the research classroom to all classrooms. In Goodman (Ed.), Technology enhanced learning: Opportunities for change (pp. 235-264). Mahwah, NJ: Lawrence Erlbaum.
  4. Green, K. C. (2001). The campus computing project: The 1996 national survey of informational technology in higher education. Retrieved October 6, 2007, from
  5. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A sixthousand-student
  6. Hobbs, D. L. (2002). A constructivist approach to web course design: A review of the literature. International Journal on E-learning, 1(2), 60-65.
  7. Leasure, A. R., Davis, L., & Thievon, S. (2000). Comparison of student outcomes and preference in a traditional vs. World wide web-based baccalaureate
  8. Mestre, J., Hart, D. M., Rath, K. A., & Dufresne, R. (2002). The effect of webbased homework on test performance in large enrollment introductory physics
  9. Mwangi, W., & Sweller, J. (1998). Learning to solve compare word problems: The effect of example format and generating self-explanations. Cognition and Instruction, 16, 173-199.
  10. National Council of Teachers of Mathematics (2000). Overview of principles and standards for school mathematics. Retrieved November 15, 2006, from
  11. No Child Left Behind Act. (2001). NCLB act. Retrieved November 15, 2006, from
  12. Penn, J., & Nedeff, V. M. (2000). Organic chemistry and the internet: A webbased approach to homework and testing using the we_learn system. Journal of Chemical Education, 77, 227-231).
  13. Van Dusen, L. M., & Worthen, B. R. (1995). Can integrated instructional technology transform the classroom? Educational Leadership, 53(2), 28-34.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact