On-Line Tutoring for Math Achievement Testing: A Controlled Evaluation
Saved in:
| Title: | On-Line Tutoring for Math Achievement Testing: A Controlled Evaluation |
|---|---|
| Language: | English |
| Authors: | Beal, Carole R., Walles, Rena, Arroyo, Ivon, Woolf, Beverly P. |
| Source: | Journal of Interactive Online Learning. Spr 2007 6(1):43-55. |
| Availability: | University of Alabama. 152 Rose Administration, P.O. Box 870104, Tuscaloosa, AL 35487. Web site: http://www.ncolr.org/jiol |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2007 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | HRD0120809 REC0411886 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools |
| Descriptors: | Mathematics Achievement, Tutoring, Online Courses, Electronic Learning, Multimedia Instruction, Problem Solving, Pretests Posttests, High School Students, Control Groups, Experimental Groups, Courseware, Intermode Differences, Teaching Methods, Computer Assisted Instruction, Multivariate Analysis |
| Geographic Terms: | Massachusetts |
| ISSN: | 1541-4914 |
| Abstract: | We report the results of a controlled evaluation of an interactive on-line tutoring system for high school math achievement test problem solving. High school students (N = 202) completed a math pre-test and were then assigned by teachers to receive interactive on-line multimedia tutoring or their regular classroom instruction. The on-line tutored students improved on the post-test, but the effect was limited to problems involving skills tutored in the on-line system (within-group control). Control group students showed no improvement. Students' use of interactive multimedia hints predicted pre- to post-test improvement, and benefits of tutoring were greatest for students with weakest initial math skills. |
| Abstractor: | As Provided |
| Number of References: | 23 |
| What Works Clearinghouse (WWC) Reviewed: | Does Not Meet Evidence Standards |
| WWC Study Page: | https://ies.ed.gov/ncee/wwc/Study/82319 |
| Entry Date: | 2007 |
| Access URL: | https://www.ncolr.org/jiol/issues/pdf/6.1.4.pdf |
| Accession Number: | EJ1092264 |
| Database: | ERIC |
| Abstract: | We report the results of a controlled evaluation of an interactive on-line tutoring system for high school math achievement test problem solving. High school students (N = 202) completed a math pre-test and were then assigned by teachers to receive interactive on-line multimedia tutoring or their regular classroom instruction. The on-line tutored students improved on the post-test, but the effect was limited to problems involving skills tutored in the on-line system (within-group control). Control group students showed no improvement. Students' use of interactive multimedia hints predicted pre- to post-test improvement, and benefits of tutoring were greatest for students with weakest initial math skills. |
|---|---|
| ISSN: | 1541-4914 |
