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An Analysis of the Effect of Blended...

Cady, Michael.

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An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achievement in High Performing High School Environments.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achievement in High Performing High School Environments./
作者:	Cady, Michael.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	227 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10812481
ISBN:	9780355916287

An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achievement in High Performing High School Environments.
Cady, Michael.

An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achievement in High Performing High School Environments. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 227 p.

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Cardinal Stritch University, 2018.

The purpose of this study was to examine the effect of a blended learning model incorporating an Intelligent Tutoring System (ITS) on mathematics growth and achievement of ninth grade students in high performing high schools. The research questions of this study focused the analysis on the variables of fidelity of implementation as measured by student time logged in the ITS, past performance, course enrollment, and demographic categories in relation to student performance on standardized measures.

ISBN: 9780355916287Subjects--Topical Terms:

517670
Educational technology.

An Analysis of the Effect of Blended Learning and the Use of Intelligent Tutoring on Mathematics Growth and Achievement in High Performing High School Environments.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Anthony C. Frontier.
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520 $a The purpose of this study was to examine the effect of a blended learning model incorporating an Intelligent Tutoring System (ITS) on mathematics growth and achievement of ninth grade students in high performing high schools. The research questions of this study focused the analysis on the variables of fidelity of implementation as measured by student time logged in the ITS, past performance, course enrollment, and demographic categories in relation to student performance on standardized measures.
520 $a A quasi-experimental, pretest, posttest, control design was utilized comparing the performance of students from four suburban high schools in relation to the application of a blended learning treatment utilizing the Cognitive Tutor intelligent tutoring software. Eighth grade mathematics pretest (Measures of Academic Progress) and ninth grade mathematics posttest (ACT Aspire) results were used to gauge student growth and achievement over the 2015--16 school year. An ANCOVA was utilized to examine the effect of the treatment on participants while controlling for pretest scores and found the model to account for 5% of the variance of posttest scores (eta squared = 0.05). An independent samples t-test revealed negligible differences in mean posttest achievement between groups and higher growth for the control group (z = 0.2) than the treatment (z = --0.1). Correlation testing revealed that student time logged into the software was unrelated to posttest achievement or standardized growth scores. Descriptive statistics indicated a low level of implementation with 23% of treatment participants meeting recommended benchmarks for use of the software. Past performance was examined using pretest scores to categorize participants in quartiles. Correlation testing revealed a significant correlation with small to medium negative effects for the interaction of the treatment, posttest, and standardized growth scores for students in the second, third, and fourth quartiles (r2 = --0.121 to --0.317).
520 $a The findings in this study suggest the efficacy of blended learning models incorporating the use of an ITS may hinge upon fidelity of implementation and alignment with high quality instruction. A hypothetical Blended Learning-Intelligent Tutoring System (BL-ITS) instructional framework is presented to support efficacy of implementation of these models.
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