Towards Individualized Instruction with Technology-Enabled Tools and Methods: An Exploratory Study. CRESST Report 854
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| Title: | Towards Individualized Instruction with Technology-Enabled Tools and Methods: An Exploratory Study. CRESST Report 854 |
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| Language: | English |
| Authors: | Chung, Gregory K. W. K., Delacruz, Girlie C., Dionne, Gary B., Baker, Eva L., Lee, John J., Osmundson, Ellen, National Center for Research on Evaluation, Standards, and Student Testing (CRESST) |
| Source: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2016. |
| Availability: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org |
| Peer Reviewed: | N |
| Page Count: | 41 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A050004 |
| Document Type: | Reports - Research |
| Education Level: | Grade 6 Intermediate Grades Middle Schools Elementary Education Grade 8 Junior High Schools Secondary Education |
| Descriptors: | Grade 6, Algebra, Grade 8, Individualized Instruction, Computer Assisted Instruction, Educational Technology, Feedback (Response), Urban Schools, Middle Schools, Pretests Posttests, Statistical Analysis, Program Effectiveness, Mathematics Instruction |
| Geographic Terms: | California |
| Abstract: | This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge learners in sixth-grade algebra readiness classes and eighth-grade Algebra 1A classes. Our research questions were the following: (1) To what extent can very brief exposure to instruction result in learning? and (2) How effective is the instruction compared to no exposure? We found that computer-based "instructional parcels" can be developed to provide very brief instruction that results in learning of mathematics content. The following are appended: (1) Summary of Design Guidelines Implemented in Instruction; (2) Student Background Detail; (3) Student Background Measures; (4) Sample of Pretest Items and (5) Transfer Test Items. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | ED571793 |
| Database: | ERIC |
| Abstract: | This report addresses a renewed interest in individualized instruction, driven in part by advances in technology and assessment as well as a persistent desire to increase the access, efficiency, and cost effectiveness of training and education. Using computer-based instruction we delivered extremely efficient instruction targeted to low knowledge learners in sixth-grade algebra readiness classes and eighth-grade Algebra 1A classes. Our research questions were the following: (1) To what extent can very brief exposure to instruction result in learning? and (2) How effective is the instruction compared to no exposure? We found that computer-based "instructional parcels" can be developed to provide very brief instruction that results in learning of mathematics content. The following are appended: (1) Summary of Design Guidelines Implemented in Instruction; (2) Student Background Detail; (3) Student Background Measures; (4) Sample of Pretest Items and (5) Transfer Test Items. |
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