The Study Island computer program is one of many highly used instructional programs in school districts nationwide; however, there is little independent research available that provides information about its impact on student achievement performance. This study used a descriptive comparative research design to compare the mean gain scores of the semester that students received math instruction with Study Island to mean gain scores of the semester that students did not receive math instruction with the program to determine if a significant difference exists between the two semesters. The test scores from a sample of 124 ninth-grade math students from an economically disadvantaged suburban school district in a southeastern state were used. The results concluded that the mean gain scores from pretest to posttest of the semester that students used the Study Island program were significantly higher than that of the semester that students did not use the program.
|Commitee:||Persky, Barry, Stabile, Christopher|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 77/01(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Secondary education, Educational technology|
|Keywords:||Constructivism, Math education, Student achievement, Study island, Technology in education, Technology-integration|
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