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Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study

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Title: Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study
Language: English
Authors: Irving, Karen E., Pape, Stephen J., Owens, Douglas T., Abrahamson, Louis, Silver, David, Sanalan, Vehbi A.
Source: Journal of Computers in Mathematics and Science Teaching. Apr 2016 35(2):131-151.
Availability: Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Peer Reviewed: Y
Page Count: 21
Publication Date: 2016
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305K050045
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Algebra, Mathematics Achievement, Longitudinal Studies, Randomized Controlled Trials, Intervention, Educational Technology, Classroom Techniques, Faculty Development, Technology Uses in Education, Effect Size, Formative Evaluation, Audience Response Systems, Control Groups, Experimental Groups, Pretests Posttests, Teacher Surveys, Comparative Analysis, Cohort Analysis, Graphing Calculators, Teaching Methods, Foreign Countries, Statistical Analysis, Hierarchical Linear Modeling, Secondary School Students
Geographic Terms: Canada, United States
ISSN: 0731-9258
Abstract: Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments facilitated by CCT are likely to broaden the representational infrastructure of the classroom and to provide timely, targeted, and accurate feedback loops to improve formative assessment opportunities and thus student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education.
Abstractor: As Provided
Number of References: 37
IES Funded: Yes
Entry Date: 2016
Accession Number: EJ1095322
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computers+in+Mathematics+and+Science+Teaching%22"><i>Journal of Computers in Mathematics and Science Teaching</i></searchLink>. Apr 2016 35(2):131-151.
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  Data: Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
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  Data: Findings from three years of a longitudinal randomized control trial involving a national U.S. sample of Algebra 1 teachers and students are reported. The study examines the effects of a connected classroom technology (CCT) professional development and classroom intervention on student achievement when compared to classroom instruction with graphing calculators only. The theoretical framework suggests that active learning environments facilitated by CCT are likely to broaden the representational infrastructure of the classroom and to provide timely, targeted, and accurate feedback loops to improve formative assessment opportunities and thus student achievement in Algebra 1. In the first three years of this study, significant effect sizes on student achievement ranged from 0.19 to 0.37. These medium-sized effects are relatively rare for large-scale randomized experiments in education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
        StartPage: 131
    Subjects:
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Effect Size
        Type: general
      – SubjectFull: Formative Evaluation
        Type: general
      – SubjectFull: Audience Response Systems
        Type: general
      – SubjectFull: Control Groups
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      – SubjectFull: Experimental Groups
        Type: general
      – SubjectFull: Pretests Posttests
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      – SubjectFull: Teacher Surveys
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Cohort Analysis
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      – SubjectFull: Graphing Calculators
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: Hierarchical Linear Modeling
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Canada
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      – SubjectFull: United States
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      – TitleFull: Classroom Connectivity and Algebra 1 Achievement: A Three-Year Longitudinal Study
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