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 |
| 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. |
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| ISSN: | 0731-9258 |
