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54.028 - Efficacy of an Online Mathematics Homework Intervention: Rigorous Research Transforming Knowledge to Action
Sun, April 30, 12:25 to 1:55pm, Henry B. Gonzalez Convention Center, Floor: Meeting Room Level, Room 209Session Type: Symposium
Abstract
Students often experience unequal opportunities to learn from mathematics homework. In a rigorous randomized controlled trial with over 2800 seventh-grade mathematics students, we evaluated an educational technology intervention which uses the ASSISTments platform to transform knowledge about formative assessment into opportunities to enhance learning at home and in the classroom. Results demonstrated that the intervention significantly increased achievement on a standardized mathematics assessment. Students with lower prior test scores gained more, narrowing achievement gaps. The symposium addresses complementary components of the research: (1) the research design and main effects; (2) analysis of moderating and mediating factors; (3) insights on teaching practice from interviews and observations; (4) a cost-effectiveness study and (5) platform improvements for further research and scale up.
Sub Unit
Chair
Papers
Research Design and Main Effects From the Maine ASSISTments Efficacy Study - Jeremy Roschelle, Digital Promise; Mingyu Feng, WestEd; Robert F. Murphy; Craig Mason, University of Maine
Quantitative Analysis of Moderating and Mediating Factors in the Maine ASSISTments Efficacy Study - Craig Mason, University of Maine; Robert F. Murphy
Transforming Teachers' Instructional Practice: The Role of Formative Assessment Data From Homework - Janet C. Fairman, University of Maine; Bethany Jorgensen, Cornell University
An Examination of Implementation Costs: Is Affordability a Barrier to Using ASSISTments to Improve Learning? - Marianne Bakia, SRI International; Mingyu Feng, WestEd
Improving ASSISTments: Scaling Up Research Capabilities and Advancing the Platform as a Scientific Tool - Neil T. Heffernan, Worcester Polytechnic Institute; Korinn S Ostrow, Worcester Polytechnic Institute