A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the diagnostic data from the i-Ready program, number of completed i-Ready lessons, and standardized mathematics assessment scores. An intrinsic case study was conducted using interviews from two teachers. The interviews were coded, and common themes were identified. The teachers perceived that the program could help students learn mathematical content if appropriate training was provided. The implications for the study include the need for professional learning and ongoing support for teachers to implement the program effectively.
","abstract_html":"<p>A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the diagnostic data from the i-Ready program, number of completed i-Ready lessons, and standardized mathematics assessment scores. An intrinsic case study was conducted using interviews from two teachers. The interviews were coded, and common themes were identified. The teachers perceived that the program could help students learn mathematical content if appropriate training was provided. The implications for the study include the need for professional learning and ongoing support for teachers to implement the program effectively.</p>","abstract_has_math":false,"creators":["Aldridge, Kenyatta Shanta"],"institution":null,"degree_name":"Doctor of Education","degree_level":"Dissertation","degree_discipline":"Counseling, Foundations & Leadership","degree_department":null,"school":null,"contributors":["Dr. Jennifer L. Brown","Dr. Deborah Gober","Dr. Lyn Riggsby-Gonzalez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-05-01T07:00:00Z","date_published":"2021-05-01T07:00:00Z","updated_at":"2026-07-24T01:45:08Z","subjects":["I-Ready Intervention Program","Middle Grades Mathematics","Achievement","Education","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/435","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Jennifer L. Brown","Dr. Deborah Gober","Dr. Lyn Riggsby-Gonzalez"]},{"key":"dc:creator","label":"Author","values":["Aldridge, Kenyatta Shanta"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2021-08-12T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Counseling, Foundations & Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["I-Ready Intervention Program","Middle Grades Mathematics","Achievement","Education","Curriculum and Instruction","Educational Assessment, Evaluation, and Research","Educational Leadership","Science and Mathematics Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/435"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the diagnostic data from the i-Ready program, number of completed i-Ready lessons, and standardized mathematics assessment scores. An intrinsic case study was conducted using interviews from two teachers. The interviews were coded, and common themes were identified. The teachers perceived that the program could help students learn mathematical content if appropriate training was provided. The implications for the study include the need for professional learning and ongoing support for teachers to implement the program effectively.
"]},{"key":"dc:title","label":"Title","values":["The Relationship Between I-Ready Intervention and Grade 8 Mathematical Achievement"]}]}],"canonical_facts":{"dc:contributor":["Dr. Jennifer L. Brown","Dr. Deborah Gober","Dr. Lyn Riggsby-Gonzalez"],"dc:creator":["Aldridge, Kenyatta Shanta"],"dc:date.available":["2021-08-12T07:00:00Z"],"dc:description.abstract":["A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the diagnostic data from the i-Ready program, number of completed i-Ready lessons, and standardized mathematics assessment scores. An intrinsic case study was conducted using interviews from two teachers. The interviews were coded, and common themes were identified. The teachers perceived that the program could help students learn mathematical content if appropriate training was provided. The implications for the study include the need for professional learning and ongoing support for teachers to implement the program effectively.
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