A Comparison of IXL Math Online Software and Textbook Problems for Homework in an Urban Middle School

Autor/inn/en	Donnelly, Shawn; Parmar, Rene
Titel	A Comparison of IXL Math Online Software and Textbook Problems for Homework in an Urban Middle School
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 41 (2022) 1, S.45-67 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Mathematics Instruction; Middle School Students; Racial Differences; Ethnicity; Homework; Computer Software; Technology Uses in Education; Mathematics Achievement; Program Effectiveness; At Risk Students; Educational Technology; Urban Schools; Instructional Program Divisions; New York + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Rassenunterschied; Ethnizität; Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The purpose of this study is to evaluate the effectiveness of IXL Math online software for homework in raising the achievement of middle-school students on the New York State Math exam, with special focus on effects by student ethnicity. The study includes an analysis of the relationship between exam scale scores and time spent using the IXL system, number of problems attempted, and skills mastered. This study is significant because national, state and local measures indicate no measurable improvement in math achievement with an alarming percentage of students scoring below proficient levels and educators are looking for instructional supports that can enhance learning. This study was conducted in a Title 1 urban middle school consisting of 6th, 7th and 8th grade students. A quasi-experimental research design was conducted by comparing two distinct cohorts of students -- one using traditional paper assignments and the other completing IXL online homework assignments. The interaction between using IXL and ethnicity was analyzed in the context of state examination scale scores. The results were further nuanced through supplemental analysis of utilization levels by ethnicity. The researchers conclude that IXL Math can have a positive impact on student achievement if students utilize IXL extensively and work towards mastery. In addition, several inter-related instructional activities must occur emphasizing the role of the teacher over technology. Teachers must use existing data accessible in IXL to differentiate instruction to identify students who are struggling and require personalized support. The data suggest that special attention be given to Black and Hispanic students who do not respond as well to technology-based homework as other groups. Black and Hispanic students need to attempt more problems, and work towards mastery by "powering-through" IXL Math's Challenge Zone striving for 100% score, as well as, be given opportunities for enrichment by working with more difficult and challenging questions. Additional recommendations, based on the findings, were provided for future practice and research. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01