Dissertation/Thesis Abstract

The Relationship Between Study Island and Student Achievement
by Bracht, Nathan Travis, Ed.D., Lindenwood University, 2011, 203; 3453962
Abstract (Summary)

Many schools in America have issues with raising overall achievement as well as the achievement of subgroup populations on state tests required by No Child Left Behind. This quantitative study determined whether an online program called Study Island significantly effected overall and subgroup achievement on the Missouri Assessment Program (MAP) tests in communication arts and mathematics at the elementary and middle school levels. The results will inform school officials in this district and similar districts on whether Study Island can meet the needs of their teachers and students.

The students in the study began using Study Island in preparation for the 2009 MAP state tests. Therefore, the average scale scores before using Study Island (2008 MAP) and after using Study Island (2009 MAP) formed the basis for the data analysis. The z tests and t tests (95% confidence interval) performed on random samples from the total population and seven subgroup populations provided the results for this study. The subgroup populations for the district in this study included Asian/Pacific Islander, Black, Hispanic, White, Free and Reduced Lunch, Individualized Education Program, and Limited English Proficiency. A significant difference existed in the 2008 and 2009 MAP overall population and each subgroup at the elementary level in communication arts and mathematics. Conversely, at the middle school level, no significant difference existed in the 2008 and 2009 MAP overall population and each subgroup, with the exception of the mathematics subgroups Asian/Pacific Islander, Hispanic, Free and Reduced Lunch, and Individualized Education Program.

This study will not provide evidence that Study Island was the sole factor that effected student achievement. However, when reviewing the amount of time spent on Study Island and the number of questions answered by the schools in this study, evidence exists that the use of Study Island represented a significant change in the practice of teachers as well as opportunities for students when comparing 2007-2008 data to 2008-2009 data.

Indexing (document details)
Advisor: Williams, Bryan
Commitee: Patterson, Jennifer, Sloan, Pam
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 72/07, Dissertation Abstracts International
Subjects: Educational tests & measurements, Educational technology
Keywords: Achievement, Missouri Assessment Program, No Child Left Behind, Online, Student achievement, Study Island
Publication Number: 3453962
ISBN: 9781124626161
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