Effects of a learning information system on mathematics achievement and classroom structure

James E Ysseldyke, Stacey Kosciolek, Christopher J Boys, Richard Spicuzza

Research output: Contribution to journalArticlepeer-review

23 Scopus citations

Abstract

The authors examined the effects of implementing an instructional system that automates application of evidence-based components of effective instruction on student mathematics achievement and on classroom behaviors known to be related to overall student achievement outcomes. A treatment group of 157 4th- and 5th-grade students used the intervention in conjunction with the Everyday Math curriculum. Student performance was compared with a within-school control group of 61 4th- und 5th-grade students, as well as all 4th- and 5th-grade students in the district (N = 6, 385). The students in the control groups received only the Everyday Math curriculum. Results indicate that the implementation of the instructional management system as an enhancement to Everyday Math resulted in an increase in the amount of time spent on classroom activities that researchers have identified as contributing to positive academic outcomes. Furthermore, students who used the Accelerated Math program demonstrated greater mathematics achievement gains than did the control groups.

Original languageEnglish (US)
Pages (from-to)163-173
Number of pages11
JournalJournal of Educational Research
Volume96
Issue number3
DOIs
StatePublished - 2003

Keywords

  • Accelerated math
  • Learning information system
  • Mathematics achievement

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