Evaluating the Impact of Supplemental Computer-Assisted Math Instruction in Elementary School: A Conceptual Replication (Poster 18)

• In Event: AERA Poster Session Eight
  In Poster Session: Section 1C Mathematics Poster Session

Abstract

o The present study is a rigorous conceptual replication of Wang and Woodworth (2011). For 115 students in kindergarten and first grade, data were collected before and after an 11-week implementation period. Measures of effect size, but not null hypothesis statistical tests, suggested that participants in the DreamBox condition had higher scores on posttest numeracy and geometry than participants in the Zearn condition (Hedges g = .32 and .14). There was also a statistically significant group by pretest interaction, evidence of “Matthew Effects” for numeracy. Although some support for adopting DreamBox as a supplemental method for improving math competencies of students was provided, more research is needed as the true effect may be smaller than what the present study reports

Author

• Matthew Edward Foster, University of South Florida - Tampa
  Presenting Author