An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement

Autor/inn/en	Chappell, Shanan; Arnold, Pamela; Nunnery, John; Grant, Melva
Titel	An Examination of an Online Tutoring Program's Impact on Low-Achieving Middle School Students' Mathematics Achievement
Quelle	In: Online Learning, 19 (2015) 5, S.37-53 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-5256
Schlagwörter	Response to Intervention; Quasiexperimental Design; Educational Quality; Qualitative Research; Mathematics Instruction; Tutors; Program Descriptions; Scores; Mixed Methods Research; Tutoring; Program Effectiveness; Mathematics Tests; Student Attitudes; Teacher Attitudes; Mathematical Concepts; Synchronous Communication; Computer Assisted Instruction; Rural Schools; Pretests Posttests; Mathematics Achievement; Middle School Students; Electronic Learning; Kansas; Virginia + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitative Forschung; Mathematics lessons; Mathematikunterricht; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Schülerverhalten; Lehrerverhalten; Computer based training; Computerunterstützter Unterricht; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within- and between-group designs to examine impacts for 119 students in two schools to measure the tutoring's impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors' descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: olj@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org/read/online-learning-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01