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

dc.contributor.advisorMaiden, Jeffrey
dc.creatorDeLoach, Regina Michelle
dc.date.accessioned2019-04-27T21:36:55Z
dc.date.available2019-04-27T21:36:55Z
dc.date.issued2011
dc.description.abstractThe 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
dc.description.abstractI 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
dc.description.abstractmathematics 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
dc.description.abstractincome.
dc.format.extent129 pages
dc.format.mediumapplication.pdf
dc.identifier99345345102042
dc.identifier.urihttps://hdl.handle.net/11244/319164
dc.languageen_US
dc.relation.requiresAdobe Acrobat Reader
dc.subjectSlow learning children--Education (Middle school)
dc.subjectComputer-assisted instruction
dc.subjectLow-performing schools
dc.thesis.degreeEd.D.
dc.titleA 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
dc.typetext
dc.typedocument
ou.groupJeannine Rainbolt College of Education::Department of Educational Leadership and Policy Studies

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