Does Mathletics, a Supplementary Digital Math Tool, Improve Student Learning and Teaching Methods at Three Private Catholic Schools in Florida? - A Mixed Methods Study
type: CreativeWork
description: Improving mathematical student performance in K-12 education has been a focus in the U.S. Students in the U.S. score lower on standardized math assessments than students in other countries. Preparing students for a successful future in a global society requires schools to integrate effective digital technologies in math classroom curricula. Determining whether supplemental digital tools impact the math classroom is challenging. To address these concerns, a convergent parallel mixed methods study examined the relationship of a supplemental digital math tool, Mathletics™, and Iowa Test of Basic Skills (ITBS)™ (Riverside Publishing, 2008) standardized test scores between 6th grade students. The study also explored the perceived impact of a supplemental digital math tool, Mathletics™, on student learning and teaching methods from faculty at III private, Catholic schools in Florida. Mixed methods data analysis revealed no statistically significant difference on standardized test scores for the math sections and a statistically significant difference on standardized test scores for the computation sections of the Iowa Test of Basic Skills (ITBS)™ (Riverside Publishing, 2008) standardized test scores. Faculty perceptions also indicated Mathletics™ was a benefit on student learning and teaching methods in the following ways; motivated and engaged the learner; was an effective supplementary digital tool for extended practice; aligned with core curriculum and math standards; provided ways for faculty to differentiate learning, individualize learning, and provide instant feedback. The study also revealed faculty concerns with Internet and technology issues, availability of computers and tablets concerns, lack of reporting tools and data to inform academic instruction, and the need for teacher professional development. The researcher proposes four design frameworks to aid educational leaders and faculty in resolving the faculty concerns in this study that benefit student learni…
abstract: Improving mathematical student performance in K-12 education has been a focus in the U.S. Students in the U.S. score lower on standardized math assessments than students in other countries. Preparing students for a successful future in a global society requires schools to integrate effective digital technologies in math classroom curricula. Determining whether supplemental digital tools impact the math classroom is challenging. To address these concerns, a convergent parallel mixed methods study examined the relationship of a supplemental digital math tool, Mathletics™, and Iowa Test of Basic Skills (ITBS)™ (Riverside Publishing, 2008) standardized test scores between 6th grade students. The study also explored the perceived impact of a supplemental digital math tool, Mathletics™, on student learning and teaching methods from faculty at III private, Catholic schools in Florida. Mixed methods data analysis revealed no statistically significant difference on standardized test scores for the math sections and a statistically significant difference on standardized test scores for the computation sections of the Iowa Test of Basic Skills (ITBS)™ (Riverside Publishing, 2008) standardized test scores. Faculty perceptions also indicated Mathletics™ was a benefit on student learning and teaching methods in the following ways; motivated and engaged the learner; was an effective supplementary digital tool for extended practice; aligned with core curriculum and math standards; provided ways for faculty to differentiate learning, individualize learning, and provide instant feedback. The study also revealed faculty concerns with Internet and technology issues, availability of computers and tablets concerns, lack of reporting tools and data to inform academic instruction, and the need for teacher professional development. The researcher proposes four design frameworks to aid educational leaders and faculty in resolving the faculty concerns in this study that benefit student learni…
author: Purdy Stephan, Kelly
language: en_US
date published: 2017-06-22
date modified: 2026-07-24T01:50:13Z
provider: Creighton University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Creighton University

PropertyValue
property ID: Handle
value: http://hdl.handle.net/10504/113852