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MathConceptz: an experimental design to improve math performance
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TitleInfo
Title
MathConceptz: an experimental design to improve math performance
Name
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Afriyie-Adams
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Madonna
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1985-
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Madonna Afriyie-Adams
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author
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Ryan
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Sharon
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Sharon Ryan
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Advisory Committee
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chair
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Barnett
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W. Steven
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W. Steven Barnett
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Advisory Committee
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internal member
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Battey
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Daniel
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Daniel Battey
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Advisory Committee
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internal member
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Rutgers University
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degree grantor
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Graduate School of Education
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theses
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2020
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2020-05
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2020
Language
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English
Abstract
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Educational policymakers have been working to strengthen mathematics education by adopting rigorous mathematics standards that promote a conceptual understanding of math. Though this shift is nationwide, Black and Hispanic students in urban schools tend to be exposed to math instruction that emphasizes rote memorization and procedural knowledge of math. One reason attributed to the poor performance of students in math in urban schools is the lack of high quality instruction.
The purpose of this dissertation was to test the impact of an intelligent tutoring system, MathConceptz, that aims to improve student performance in Algebra. Using pre- and post-test results, this study sought to demonstrate whether MathConceptz builds students’ conceptual understanding of Algebra topics, as well as provides a possible solution to the issue of poor teacher quality in urbans schools. The research questions that guided this study were: How do pre- and post-test results compare from the face-to-face instruction group and the blended learning (face-to-face and existing ITS) group? How do pre- and post-test results compare between the face-to-face instruction group and the MathConceptz group? How do pre- and post-test results compare between the blended learning (face-to-face and MathConceptz) group and the MathConceptz group?
An experimental research design was employed to test the impact of MathConceptz on student pre- and post-test results. A sample of 79, 8th and 9th grade students were administered a pre-test and received face-to-face instruction, MathConceptz instruction, or a combination of both, followed by a post-test. An ANOVA was conducted on the data collected to show the impact of MathConceptz measured against several variables including teacher quality and student demographics.
Findings from this study showed a significant difference in test scores between the face-to-face instruction group and the blended instruction group. These findings suggest that using intelligent tutoring systems, such as MathConceptz, to supplement instruction may be a viable solution to the issue of instructional quality in urban areas, while also building students’ conceptual understanding of math.
The purpose of this dissertation was to test the impact of an intelligent tutoring system, MathConceptz, that aims to improve student performance in Algebra. Using pre- and post-test results, this study sought to demonstrate whether MathConceptz builds students’ conceptual understanding of Algebra topics, as well as provides a possible solution to the issue of poor teacher quality in urbans schools. The research questions that guided this study were: How do pre- and post-test results compare from the face-to-face instruction group and the blended learning (face-to-face and existing ITS) group? How do pre- and post-test results compare between the face-to-face instruction group and the MathConceptz group? How do pre- and post-test results compare between the blended learning (face-to-face and MathConceptz) group and the MathConceptz group?
An experimental research design was employed to test the impact of MathConceptz on student pre- and post-test results. A sample of 79, 8th and 9th grade students were administered a pre-test and received face-to-face instruction, MathConceptz instruction, or a combination of both, followed by a post-test. An ANOVA was conducted on the data collected to show the impact of MathConceptz measured against several variables including teacher quality and student demographics.
Findings from this study showed a significant difference in test scores between the face-to-face instruction group and the blended instruction group. These findings suggest that using intelligent tutoring systems, such as MathConceptz, to supplement instruction may be a viable solution to the issue of instructional quality in urban areas, while also building students’ conceptual understanding of math.
Subject
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African American studies
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Education, Culture and Society
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Rutgers University Electronic Theses and Dissertations
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ETD_10800
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1 online resource (ix, 116 pages) : illustrations
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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doi:10.7282/t3-fenj-2h45
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ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
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Afriyie-Adams
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Madonna
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Permission or license
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2020-04-22 15:08:00
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Madonna Afriyie-Adams
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Rutgers University. Graduate School of Education
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2020-04-23T17:20:13
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