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ERIC Number: ED566601
Record Type: Non-Journal
Publication Date: 2016
Pages: 90
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3394-6894-5
ISSN: N/A
Mathematics Intervention Utilizing Carnegie Learning's Cognitive Tutor® and Compass Learning's Odyssey Math®
Barton, James M.
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
Carnegie Learning's Cognitive Tutor®The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey Math® is used together with Carnegie Learning's Math Cognitive Tutor® in a mathematics intervention program at ABC Middle School. The mathematics intervention program took place for one school year and was available to struggling mathematics students. Students were identified using diagnostic testing and teacher recommendation. The quasi-experimental study investigated the impact of the mathematics intervention program on the school population. The mathematics intervention program served as the independent variable. The mathematics Delaware Comprehensive Assessment System (DCAS) served as the dependent variable. Statistical testing included frequency tables, sample means, and paired samples t-test. The results revealed statistically significant increases in mathematics performance for subgroups of the student population. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A