The Relationship between Algebra Nation Usage and Highstakes Test Performance for Struggling Students
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| Title: | The Relationship between Algebra Nation Usage and Highstakes Test Performance for Struggling Students |
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| Language: | English |
| Authors: | Leite, Walter L. (ORCID |
| Source: | Grantee Submission. 2019. |
| Peer Reviewed: | Y |
| Page Count: | 44 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C160004 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 7 Junior High Schools Middle Schools Secondary Education Grade 8 Grade 9 High Schools Grade 10 Grade 11 |
| Descriptors: | Educational Technology, Technology Uses in Education, Video Technology, Algebra, Program Effectiveness, Student Characteristics, Learning Strategies, Mathematics Achievement, High Stakes Tests, Open Educational Resources, At Risk Students, Grade 7, Grade 8, Grade 9, Grade 10, Grade 11 |
| Geographic Terms: | Florida |
| DOI: | 10.1111/jcal.12360 |
| Abstract: | Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low-achieving students. The present study examines the relationship between usage of Algebra Nation, a self-guided system that provided instructional videos and practice problems, and the performance of students who had failed the state-administered Algebra I end-of-course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race and gender. The results indicate that higher levels of logins, video views and practice questions answered were related to higher scores when the students re-took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis, and link self-regulated learning strategies to student achievement. [This is the in press version of an article published in "Journal of Computer Assisted Learning."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | ED596353 |
| Database: | ERIC |
| Abstract: | Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low-achieving students. The present study examines the relationship between usage of Algebra Nation, a self-guided system that provided instructional videos and practice problems, and the performance of students who had failed the state-administered Algebra I end-of-course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race and gender. The results indicate that higher levels of logins, video views and practice questions answered were related to higher scores when the students re-took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis, and link self-regulated learning strategies to student achievement. [This is the in press version of an article published in "Journal of Computer Assisted Learning."] |
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| DOI: | 10.1111/jcal.12360 |
