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The Impact of Imagine Math on Studen...

De Leon, Joel Bustos.

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The Impact of Imagine Math on Student Progress in STAAR Math.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Imagine Math on Student Progress in STAAR Math./
作者:	De Leon, Joel Bustos.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	228 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
Contained By:	Dissertations Abstracts International82-07A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28260233
ISBN:	9798557041515

The Impact of Imagine Math on Student Progress in STAAR Math.
De Leon, Joel Bustos.

The Impact of Imagine Math on Student Progress in STAAR Math. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 228 p.

Source: Dissertations Abstracts International, Volume: 82-07, Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2020.

This item must not be sold to any third party vendors.

The issue that this study addressed is the evaluation of the impact of Imagine Math© upon the closure of learning gaps of English Learners and students of diverse racial backgrounds in mathematics and Algebra. Specifically, the intent of the research was to determine the impact of the adaptive learning program, Imagine Math©, upon student achievement on STAAR Math in grades 3-8 and Algebra (8th and/or 9th). This quantitative approach employed a correlational design, analyzing the impact of Imagine Math© on student achievement over a five-year period, in a South-Central Texas public school district. This research encompassed the analysis of student achievement levels on standardized testing in mathematics, comparing males to females, ethnic/race differences, and English Learners in comparison to non-English learners. Findings demonstrated the use of the Imagine Math© seemed to help close student achievement gaps in mathematics, in the linear regression. While no major statistically significant differences seemed evident when comparing males to females, some statistically significant differences seemed to emerge when comparing mathematics scale scores between English Learners to non-English learners. Similarly, some statistically significant differences between different ethnic/races seemed to emerge as well. Specifically, the emergence of these differences seemed to occur when comparing White students to Black and Hispanic students and when comparing Asian students to White students, nevertheless these differences were not always present nor consistent. When one considers the implications of the findings, it is evident that the choice of using Imagine Math© seems to be a viable one, if the intent to close student achievement gaps in mathematics is the goal. In a nutshell, these research findings can be used to help district and campus leaders make informed choices on the use of digital programs to support students. In addition, trained teachers can in turn use these programs to monitor progress and help students master mathematical concepts.

ISBN: 9798557041515Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Adaptive learning

The Impact of Imagine Math on Student Progress in STAAR Math.
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500 $a Source: Dissertations Abstracts International, Volume: 82-07, Section: A.
500 $a Advisor: Challoo, Linda.
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506 $a This item must not be sold to any third party vendors.
520 $a The issue that this study addressed is the evaluation of the impact of Imagine Math© upon the closure of learning gaps of English Learners and students of diverse racial backgrounds in mathematics and Algebra. Specifically, the intent of the research was to determine the impact of the adaptive learning program, Imagine Math©, upon student achievement on STAAR Math in grades 3-8 and Algebra (8th and/or 9th). This quantitative approach employed a correlational design, analyzing the impact of Imagine Math© on student achievement over a five-year period, in a South-Central Texas public school district. This research encompassed the analysis of student achievement levels on standardized testing in mathematics, comparing males to females, ethnic/race differences, and English Learners in comparison to non-English learners. Findings demonstrated the use of the Imagine Math© seemed to help close student achievement gaps in mathematics, in the linear regression. While no major statistically significant differences seemed evident when comparing males to females, some statistically significant differences seemed to emerge when comparing mathematics scale scores between English Learners to non-English learners. Similarly, some statistically significant differences between different ethnic/races seemed to emerge as well. Specifically, the emergence of these differences seemed to occur when comparing White students to Black and Hispanic students and when comparing Asian students to White students, nevertheless these differences were not always present nor consistent. When one considers the implications of the findings, it is evident that the choice of using Imagine Math© seems to be a viable one, if the intent to close student achievement gaps in mathematics is the goal. In a nutshell, these research findings can be used to help district and campus leaders make informed choices on the use of digital programs to support students. In addition, trained teachers can in turn use these programs to monitor progress and help students master mathematical concepts.
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