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ERIC Number: ED528686
Record Type: Non-Journal
Publication Date: 2011
Pages: 17
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: N/A
A Randomized Controlled Trial of Two Online Mathematics Curricula
Wang, Haiwen; Woodworth, Katrina
Society for Research on Educational Effectiveness
This study applies a randomized controlled trial to examine the effects of supplemental instruction using two online mathematics curricula--DreamBox and Reasoning Mind. It is an independent evaluation intended to generate unbiased results that will help inform the ongoing development of a charter school network's hybrid instructional model, which supplements traditional face-to-face instruction with instruction provided via computer-based programs. It also provides evidence on the effect of supplemental online instruction on student achievement to contribute to a larger body of research on the topic. Two studies evaluating the effect of Reasoning Mind reached different conclusions. Using RCTs comparing Reasoning Mind with traditional mathematics programs, Weber (2003) found statistically significant effects on the Texas Assessment of Knowledge and Skills (TAKS) mathematics scores for seventh-graders in one school, while Waxman and Houston (2008) found significant effects on fifth-graders in three schools on mathematics test developed by Reasoning Mind, but not on mathematics achievement on the TAKS. There have been no prior experimental or quasi-experimental studies on the effects of DreamBox Learning. (Contains 10 tables and 5 footnotes.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Texas