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Evaluation of performance of the pet...

Pool, Rebecca M.

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Evaluation of performance of the petals trial in two "at risk" high school math classes: Measurement of student gains.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation of performance of the petals trial in two "at risk" high school math classes: Measurement of student gains./
Author:	Pool, Rebecca M.
Description:	130 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702764
ISBN:	9781321742350

Evaluation of performance of the petals trial in two "at risk" high school math classes: Measurement of student gains.
Pool, Rebecca M.

Evaluation of performance of the petals trial in two "at risk" high school math classes: Measurement of student gains. - 130 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This item must not be sold to any third party vendors.

Many at risk high school students do not perform well in mathematics. Districts are seeking innovative ways for students to learn the skills they need to progress to college from high school. In an attempt to leverage big data and student math performance, IBM launched the first of a kind technology based math program designed to track student performance data and build stronger math skills in one Georgia school district. This study examined whether the PETALS program, a computer-based developmental math tool, was more effective than the traditional model at improving student math skills in an urban, Title I high school. Constructivism, Positivism and the use of technology provided a theoretical framework. A quantitative methodology and experimental data analysis was used with a quasi-randomized convenience sample. Archival data collected included student CogAT scores, student gender, pre to post-test gains and frequency of log-in usage of the program. The study was conducted over a three month period. Results of the study showed that there was very little difference in overall gains in student skill at the end of the trial between students who participated in the PETALS trial and students taught in the traditional classroom environment without access to a math technology program.

ISBN: 9781321742350Subjects--Topical Terms:

517670
Educational technology.

Evaluation of performance of the petals trial in two "at risk" high school math classes: Measurement of student gains.
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100 1 $a Pool, Rebecca M. $3 3174557
245 1 0 $a Evaluation of performance of the petals trial in two "at risk" high school math classes: Measurement of student gains.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Michael Jazzar.
502 $a Thesis (Ph.D.)--Capella University, 2015.
506 $a This item must not be sold to any third party vendors.
520 $a Many at risk high school students do not perform well in mathematics. Districts are seeking innovative ways for students to learn the skills they need to progress to college from high school. In an attempt to leverage big data and student math performance, IBM launched the first of a kind technology based math program designed to track student performance data and build stronger math skills in one Georgia school district. This study examined whether the PETALS program, a computer-based developmental math tool, was more effective than the traditional model at improving student math skills in an urban, Title I high school. Constructivism, Positivism and the use of technology provided a theoretical framework. A quantitative methodology and experimental data analysis was used with a quasi-randomized convenience sample. Archival data collected included student CogAT scores, student gender, pre to post-test gains and frequency of log-in usage of the program. The study was conducted over a three month period. Results of the study showed that there was very little difference in overall gains in student skill at the end of the trial between students who participated in the PETALS trial and students taught in the traditional classroom environment without access to a math technology program.
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650 4 $a Educational technology. $3 517670
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-10A(E).
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792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3702764