Virtual Algebra Study: Description of the Intervention

• In Event: Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students

Abstract

This paper describes the online Algebra I course that was delivered as the intervention in this study. It is a completely web-based course offered by Class.com, based in Lincoln, Nebraska. The Algebra I course was one of Class.com’s existing products. As implemented for the study, the online Algebra I course had three instructional components: the online course software, an online teacher (provided by Class.com), and an on-site proctor (provided by the school).

Researchers determined that the topics covered in Class.com’s Algebra I course were similar to those in typical Algebra I textbooks used in the region. The material for each topic is presented in the form of an electronic, interactive textbook that consists of computerized direct instruction; guided practice (“your-turn” problems) and practice problem sets, both with automated feedback; and quizzes and exams that provide immediate scores. Other activities include demonstrations of content materials; audio clips; interactive applets that present questions and guided solutions; a messaging feature through which students can send and receive messages from the online teachers; and a discussion board to which students can post questions and comments.
Students taking the online course were assigned to a specific course section and taught by an online teacher hired, trained, and supervised by Class.com. The online teacher was responsible for providing instruction and supporting student learning.

Participating schools were required to provide a school staff member to serve as an on-site proctor, who would supervise and support students while they were using the online course. The proctor did not have to be a mathematics teacher and was not required to provide instruction. Proctors were expected to supervise students’ behavior, serve as a contact person for students and parents, proctor quizzes and exams, and act as a liaison between the online teacher and the school, students, and parents.

A total of 242 students enrolled in the online course (211 AR students and an additional 31 N–AR students placed into the course by their schools after random assignment). Students within schools were enrolled in one of 10 course sections, with an average of 24 students per section. All treatment schools met with the study’s requirement to provide the online course as the participating student’s mathematics course for eighth grade (that is, not as a supplemental course).

This paper includes a discussion of how implementation was measured in order to gauge treatment fidelity and the service contrast between treatment and control schools. Data were collected to document the implementation of the online Algebra I course in treatment schools. Analyses of archived data from the online course management system and data from weekly proctor logs were used to gauge the amount and type of interaction between students, online teachers, and in-class proctors. Archived course data were used to measure students’ progress in and completion of the course. In control schools, classroom materials were collected and analyzed to contrast the amount of algebraic content taught in the general grade 8 mathematics classes that did not offer the online Algebra I course.

Authors

• Cheryl M. Tobey, Maine Mathematics and Science Alliance

• Kirk Walters, American Institutes for Research