Principals' and Teachers' Perceptions of Early Implementation of ASSISTments Online Homework Support for Mathematics

• In Event: Marriott Roundtable Session 3
  In Roundtable Session: Technology, Instruction, Cognition and Learning SIG: Teachers' Perspectives Related to Technology

Abstract

A large-scale study found that using ASSISTments for homework provided performance benefits to students on standardized math assessments. The benefits were particularly large for students who had low prior math performance. Additional findings from the study included an improved instructional focus by math teachers who used ASSISTments to drive homework reviews. To further test whether the effects will generalize, a replication study is being conducted in a state that represents different demographic groups from those in Maine and where the school districts are at different stages of technology adoption. This paper presents the findings of interviews with principals and teachers participating in the replication study of the efficacy of ASSISTments, an online formative assessment and tutoring program, in North Carolina.

Authors

• Jamie Gillespie, North Carolina State University

• Sara Weiss, North Carolina State University

• Allison Black-Maier, North Carolina State University

• Mingyu Feng, WestEd