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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
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
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Chung%2C+Gregory+K%2E+W%2E+K%2E%22">Chung, Gregory K. W. K.</searchLink><br /><searchLink fieldCode="AR" term="%22Delacruz%2C+Girlie+C%2E%22">Delacruz, Girlie C.</searchLink><br /><searchLink fieldCode="AR" term="%22Dionne%2C+Gary+B%2E%22">Dionne, Gary B.</searchLink><br /><searchLink fieldCode="AR" term="%22Baker%2C+Eva+L%2E%22">Baker, Eva L.</searchLink><br /><searchLink fieldCode="AR" term="%22Lee%2C+John+J%2E%22">Lee, John J.</searchLink><br /><searchLink fieldCode="AR" term="%22Osmundson%2C+Ellen%22">Osmundson, Ellen</searchLink><br /><searchLink fieldCode="AR" term="%22National+Center+for+Research+on+Evaluation%2C+Standards%2C+and+Student+Testing+%28CRESST%29%22">National Center for Research on Evaluation, Standards, and Student Testing (CRESST)</searchLink>
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 50
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  Data: Yes
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  Data: 2017
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  Data: ED571793
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Individualized Instruction
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      – SubjectFull: Computer Assisted Instruction
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      – SubjectFull: Educational Technology
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      – SubjectFull: Urban Schools
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      – SubjectFull: Middle Schools
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      – SubjectFull: Pretests Posttests
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: California
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