Technological Intervention Programs to Improve Literacy Level in order to Increase Mathematics Comprehension

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education

Department

Graduate Studies

Committee Chair

Erin Gillett

Keywords

technology, literacy, mathematics, game-based learning, education

Abstract

The purpose of this study is to investigate if online integrated learning systems are beneficial in student academic growth. The school district in which this study was conducted uses a program called Istation with all of their students. Students are required to be on Istation every week for a set amount of time based on their grade-level academic performance. Both Istation and Freckle are computerized reading and math comprehension programs that provide adaptive practice opportunities for students. This study helped determine if having students use online integrated learning systems had a direct correlation to academic growth and achievement. For this study, a third-grade class was put into two groups, with each group having the same amount of skill level balance. Due to the school district requirements of all students having weekly Istation use, both groups used Istation for the duration of this study. However, one group used Freckle as an additional supplemental resource. The students have used both of these programs during daily intervention time, as well as during any free time after whole-group instruction. The students’ monthly Istation math scores, will help determine if adding an additional online learning program better promotes student academic achievement.

Abstract only: No full text available.

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