A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students

Autor/in	DeLoach, Regina M.
Titel	A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students
Quelle	(2011), (130 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of Oklahoma
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-1855-5
Schlagwörter	Hochschulschrift; Dissertation; Summative Evaluation; Middle School Students; At Risk Students; Low Income Groups; Disadvantaged Youth; Computer Assisted Instruction; Mathematics Instruction; Instructional Effectiveness; Grade 7; Grade 8; Statistical Significance; Gender Differences; Ethnicity; Interaction; Remedial Instruction; Pretests Posttests; Data Analysis; Statistical Analysis; Factor Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Benachteiligter Jugendlicher; Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Geschlechterkonflikt; Ethnizität; Interaktion; Förderkurs; Auswertung; Statistische Analyse; Faktorenanalyse
Abstract	The purpose of this "post hoc," summative evaluation was to evaluate the effectiveness of classroom-embedded, individualistic, computer-based learning for middle school students placed at academic risk in schools with a high proportion of Title I eligible students. Data were mined from existing school district databases. For data (n = 393) analyses, descriptive statistics and two factorial analyses of covariance were used. The results revealed (a) Fundamentals of mathematics (an interactive mathematics class) had a higher post test mean than the "I Can Learn Lab;" (b) the seventh grade students had statistically significant differences in the two-way interaction of gender and ethnicity; (c) the eighth grade students had statistically significant three-way interaction effects, including group, gender, and ethnicity; and (d) from 2006-2009, 1,121 students stated that the "I Can Learn" lab had provided remediation and enhancement in their mathematics classes. The principal conclusion was that gaps remain between ethnic groups, male and female students, and people with different levels of income. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10