The mathematics achievement levels of U.S. students lag behind those of other developed countries. The purpose of this study was to examine if using a spatial temporal (ST) math software program in an after school setting could increase student achievement. The theoretical framework for this study was mastery learning with the premise that all students could learn if given the proper environment. Participants of this study included 172 third through fifth grade students who scored below the 65% proficiency level on the prior year's California Standards Test in mathematics. The three comparison groups included the ST Math group (n = 33), homework club ( n = 96), and home group (n = 43). An analysis of covariance was used to compare the mean posttest scores of three groups, controlling for any initial differences on the pretest. The results indicated that there were no statistically significant differences among the groups. Possible reasons for insignificant results include the sample size, the length of the intervention, and differences among the groups not tested by this study. Overall student achievements have improved regardless of group placement, but further study is needed to examine the impact of after school programs using ST Math.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational leadership, Educational technology|
|Keywords:||After-school intervention, Computer-based mathematics, Increasing student mathematics achievement, Spatial temporal math|
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