Success in Algebra 1: Significantly Higher NWEA Map Scores for Courseware Students
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| Title: | Success in Algebra 1: Significantly Higher NWEA Map Scores for Courseware Students |
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| Language: | English |
| Authors: | Aaron Butler, Weiling Li, Amy J. Dray, Edmentum |
| Source: | Online Submission. 2024. |
| Peer Reviewed: | N |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Document Type: | Reports - Research |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Algebra, Mathematics Achievement, Grade 9, Urban Schools, Online Courses, Electronic Learning, In Person Learning, Instructional Effectiveness, Courseware, Achievement Tests, Scores |
| Assessment and Survey Identifiers: | Measures of Academic Progress |
| Abstract: | With growing demand for online courses, it is important to assess the efficacy of quality online virtual instruction. This study investigates the impact of Edmentum's Courseware Algebra I on student achievement using data on 1,205 ninth-grade students from a large urban school district in the Midwest during the 2020-2021 school year. Utilizing a quasi-experimental design, the study compares the NWEA Measures of Academic Progress (MAP) Mathematics scores of students participating in online virtual instruction to those receiving traditional in-person instruction. The study findings reveal that students in the online Algebra I course demonstrated significantly higher mathematics achievement than their peers in in-person classes, with an effect size of 0.13. The positive outcomes associated with Courseware Algebra I highlight its potential as an effective option for high school students. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED655774 |
| Database: | ERIC |
| Abstract: | With growing demand for online courses, it is important to assess the efficacy of quality online virtual instruction. This study investigates the impact of Edmentum's Courseware Algebra I on student achievement using data on 1,205 ninth-grade students from a large urban school district in the Midwest during the 2020-2021 school year. Utilizing a quasi-experimental design, the study compares the NWEA Measures of Academic Progress (MAP) Mathematics scores of students participating in online virtual instruction to those receiving traditional in-person instruction. The study findings reveal that students in the online Algebra I course demonstrated significantly higher mathematics achievement than their peers in in-person classes, with an effect size of 0.13. The positive outcomes associated with Courseware Algebra I highlight its potential as an effective option for high school students. |
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