A Mathematics Education Comparative Analysis of ALEKS Technology and Direct Classroom Instruction

Autor/in	Mertes, Emily Sue
Titel	A Mathematics Education Comparative Analysis of ALEKS Technology and Direct Classroom Instruction
Quelle	(2013), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Bethel University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3036-8545-3
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Comparative Analysis; Technology Uses in Education; Direct Instruction; Conventional Instruction; Middle School Students; Mathematics Achievement; Instructional Effectiveness; Statistical Analysis; Grade 6; Grade 7; Grade 8; Scores; Mathematics Tests; Achievement Tests; Minnesota; Minnesota Comprehensive Assessment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Statistische Analyse; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Assessment and LEarning in Knowledge Spaces (ALEKS), a technology-based mathematics curriculum, was piloted in the 2012-2013 school year at a Minnesota rural public middle school. The goal was to find an equivalent or more effective mathematics teaching method than traditional direct instruction. The purpose of this quantitative study was to compare the effectiveness of online instruction through ALEKS and traditional classroom direct instruction. Middle school mathematics student achievement was based on the Minnesota Comprehensive Assessment (MCA-III) and district-developed summative grade level concept test during the 2012-2013 school year. The findings show grades six and eight student achievement was significantly different, in favor of direct instruction, when comparing instruction methods on the district-developed concept tests. Grade seven student achievement was significantly different, in favor of direct instruction, when comparing instruction methods on the official spring 2013 MCA-III. When controlling for demographics, grade seven student achievement was significantly different, in favor of direct instruction, due to special education status. This research is valuable to mathematics teachers, curriculum directors, and principals evaluating the advances in mathematics instruction due to technology and the evolving future of education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01