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ERIC Number: ED556804
Record Type: Non-Journal
Publication Date: 2011
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3037-6922-1
The Effectiveness of a Computer-Based Intervention and a Procedural Facilitator on the Performance of Fourth and Fifth Grade Students with Math Deficits
Duffy, Colleen
ProQuest LLC, Ed.D. Dissertation, The Johns Hopkins University
The purpose of this study was to evaluate the effectiveness of a computer-based intervention and a procedural facilitator on the performance of fourth and fifth grade students with deficits in mathematics. Specifically, the study compared the effectiveness of two conditions: (1) a control condition consisting of traditional classroom instruction (CI) and a computer-based program (CBI) and (2) an experimental condition consisting of classroom instruction (CI), and a computer-based program (CBI) plus a procedural facilitator (The GATE) on measures of math achievement. Sixty-five students participated initially in the study although 19 were dropped from the experimental group because they did not access the GATE. The settings were six general education math classrooms and a computer lab in a large urban school system. The efficacy of the GATE was assessed by the school system math benchmark assessments designed to measure achievement. Results indicated that the control and experimental groups performed similarly on the math benchmark tests with the scores from both groups sharing a decline from the pretest to the post-test. However, post hoc data analyses indicated significant interactions between group by gender, and group by grade. These additional results suggest that males in the experimental condition scored significantly higher than other participants. These results also suggest that the fourth graders in the treatment group scored higher than other participants. The results of the study are discussed in terms of the need for greater attention to fidelity of implementation. It was concluded that simply providing access to the intervention with indirect training was not sufficient for all teachers and students to consistently implement the procedures and strategies prescribed. To ensure fidelity of implementation, it is recommended that continuous feedback be provided on intervention procedures. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A