A Randomized Controlled Trial of Two Online Mathematics Curricula

Autor/inn/en	Wang, Haiwen; Woodworth, Katrina
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	A Randomized Controlled Trial of Two Online Mathematics Curricula
Quelle	(2011), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Electronic Learning; Charter Schools; Mathematics Achievement; Mathematics Tests; Program Effectiveness; Online Courses; Educational Technology; Computer Uses in Education; Blended Learning; Teaching Methods; Conventional Instruction; Elementary School Students; Student Characteristics; English (Second Language); Minority Group Children; Low Income Groups; Mathematics Skills; Gender Differences; Age Differences; Special Education; Texas + Suchen Sie Ihr Suchwort? Charter school; Charter-Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Online course; Online-Kurs; Unterrichtsmedien; Computernutzung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Mathematics ability; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This study applies a randomized controlled trial to examine the effects of supplemental instruction using two online mathematics curricula--DreamBox and Reasoning Mind. It is an independent evaluation intended to generate unbiased results that will help inform the ongoing development of a charter school network's hybrid instructional model, which supplements traditional face-to-face instruction with instruction provided via computer-based programs. It also provides evidence on the effect of supplemental online instruction on student achievement to contribute to a larger body of research on the topic. Two studies evaluating the effect of Reasoning Mind reached different conclusions. Using RCTs comparing Reasoning Mind with traditional mathematics programs, Weber (2003) found statistically significant effects on the Texas Assessment of Knowledge and Skills (TAKS) mathematics scores for seventh-graders in one school, while Waxman and Houston (2008) found significant effects on fifth-graders in three schools on mathematics test developed by Reasoning Mind, but not on mathematics achievement on the TAKS. There have been no prior experimental or quasi-experimental studies on the effects of DreamBox Learning. (Contains 10 tables and 5 footnotes.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10