A Summative Evaluation of the Effectiveness of Classroom-Embedded, Individualistic, Computer-Based Learning for Middle School Students Placed at Academic Risk in Schools with a High Proportion of Title I Eligible Students

Abstract

The purpose of this post hoc, summative evaluation was to evaluate the effectiveness of classroom-embedded, individualistic, computer-based learning for middle school students placed at academic risk in schools with a high proportion of Title

I eligible students. Data were mined from existing school district databases. For data (n=393) analyses, descriptive statistics and two factorial analyses of covariance were used. The results revealed (a) Fundamentals of mathematics (an interactive

mathematics class) had a higher post test mean than the "I Can Learn Lab;" (b) the seventh grade students had statistically significant differences in the two-way interaction of gender and ethnicity; (c) the eighth grade students had statistically significant three-way interaction effects, including group, gender, and ethnicity; and (d) from 2006-2009, 1,121 students stated that the "I Can Learn" lab had provided remediation and enhancement in their mathematics classes. The principal conclusion was that gaps remain between ethnic groups, male and female students, and people with different levels of

income.