Date of Award
2004
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Fischler Graduate School of Education and Human Services
Advisor
Buford McWright
Committee Member
Jared Bucker
Committee Member
Barbara Packer
Keywords
accelerated math, algebra, algebra i, computer managed instruction, CMI, classroom management, learning information systems, learning motivation, low income areas, mathematics achievement, mathematics instruction, motivation techniques, motivational interventions, rural high schools, student performance, southeastern United States, teaching methods, technology integration
Abstract
The failure rate in Algebra I is a major concern to the teachers and administrators of the rural high school where this research was conducted. The school is located in a low income area in the southeastern part of the United States. The purpose of the study was to examine the extent to which the use of a learning information system and motivational intervention would affect student performance in Algebra I. Accelerated Math is a math management software designed to allow students more control over their own learning and to remove the logistics of classroom management for the teacher. Three classes of Algebra I were studied as an entire Algebra I course was taught during one semester from January through May of 2003. The control class was taught traditionally, an experimental class was taught using Accelerated Math, and another experimental class was taught using Accelerated Math with motivational techniques employed by the teacher. A pre-test and post-test was administered to all three classes. An analysis of covariance using the means of the pre-test and post-test scores of the three groups was conducted. It was found that the mean post-test score of the second class was not significantly higher than the first and that the mean post-test score of the third class was not significantly higher than the second.