The relationship between Algebra Nation usage and high‐stakes test performance for struggling students.
Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low‐achieving students. The present study examines the relationship between usage of Algebra Nati...
| Publicado en: | Journal of Computer Assisted Learning Vol. 35; no. 5; pp. 569 - 582 |
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| Autores principales: | , , , , |
| Formato: | equations & formulas research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=138441192&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 138441192 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2019 vid: 35 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 138441192 138441192 138441192 10.1111/jcal.12360 138441192 ppf: 569 ppct: 13 formats: tig: atl: The relationship between Algebra Nation usage and high‐stakes test performance for struggling students. aug: au: Leite, Walter L. Cetin‐Berber, Dee D. Huggins‐Manley, Anne C. Collier, Zachary K. Beal, Carole R. affil: Research and Evaluation Methodology Program, College of Education, University of Florida, Gainesville Florida, USA sug: subj: Mathematics Education Educational Technology Utilization Student Performance Appraisal Students, High School Psychosocial Factors Students, Middle School Psychosocial Factors Computer-Assisted Instruction Human Florida Self-Directed Learning Educational Measurement Path Analysis Logistic Regression Videorecording Achievement Tests Academic Achievement Learning Environment Information Resources Models, Theoretical Computerized Educational Testing Chi Square Test Male Female Descriptive Statistics Race Factors Outcomes of Education Funding Source Male Female ab: Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low‐achieving students. The present study examines the relationship between usage of Algebra Nation, a self‐guided system that provided instructional videos and practice problems, and the performance of students who had failed the state‐administered Algebra I end‐of‐course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race, and gender. The results indicate that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re‐took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis and link self‐regulated learning strategies to student achievement. Lay Description: What is already known about this topic: Algebra courses typically have a high failure rate.Repeating algebra is costly for the education system and for the student.Open education resources could potentially be an effective and cost‐efficient approach to algebra instruction. What this paper adds: This study shows that logins, video views, and practice questions answered in an open education resource were positively related to scores on a state‐administered,high‐stakes algebra assessment.The study indicates that the relationship between a self‐regulated learning strategy (i.e., practice questions answered) and student algebra scores is stronger than that between video views and algebra scores.This study shows that student‐driven ad hoc use of online tutoring programme is associated with higher passing rates on the algebra exam. Implications for practice and/or policy: This study demonstrates that informal use of an open education resource with videos and a practice question system can be effective in increasing student scores on algebra assessments.Future research is needed to connect diverse types of student self‐regulated use of open education resources to academic achievement and on how to design resources that encourage effective self‐regulation. pubtype: Academic Journal doctype: equations & formulas research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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