{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/84163"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/84163","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Cognitive tutoring and assessment systems and mathematics achievement: a quantitative study of the Summit Learning Platform","abstract":"The purpose of this study was to determine if the Summit Learning Platform, a type of Intelligent Tutoring System, has a positive association with mathematics achievement of high school students in grades nine through eleven. The study was conducted in a Midwest suburban school district among three high schools within the same district. Further, a quasi-experimental research design was used with a sample size of 2000 students in the control group and 450 students in the treatment group. Data were compiled from the 2018-2019 school year and applied a combination of t-tests and analysis of variance (ANOVA) to compare the mean scores of the two groups. As comparison points, the Northwest Evaluation Association (NWEA), pre-ACT, and ACT were used in this Midwest district as measures among all students. The results demonstrated that students using the Summit Learning Platform showed significant gains when using their pre-test and post-test scores, but there was not statistical significance when analyzing the measures between the control and treatment groups. As more school districts utilize technological tools in far-reaching efforts to raise achievement levels in math, the intent of the study was to demonstrate potential benefits of the Summit Learning Platform for districts across the nation.","abstract_html":"The purpose of this study was to determine if the Summit Learning Platform, a type of Intelligent Tutoring System, has a positive association with mathematics achievement of high school students in grades nine through eleven. The study was conducted in a Midwest suburban school district among three high schools within the same district. Further, a quasi-experimental research design was used with a sample size of 2000 students in the control group and 450 students in the treatment group. Data were compiled from the 2018-2019 school year and applied a combination of t-tests and analysis of variance (ANOVA) to compare the mean scores of the two groups. As comparison points, the Northwest Evaluation Association (NWEA), pre-ACT, and ACT were used in this Midwest district as measures among all students. The results demonstrated that students using the Summit Learning Platform showed significant gains when using their pre-test and post-test scores, but there was not statistical significance when analyzing the measures between the control and treatment groups. As more school districts utilize technological tools in far-reaching efforts to raise achievement levels in math, the intent of the study was to demonstrate potential benefits of the Summit Learning Platform for districts across the nation.","abstract_has_math":false,"creators":["Haws, Andrew David"],"institution":"University of Missouri--Kansas City","degree_name":"Ed.D. (Doctor of Education)","degree_level":"Doctoral","degree_discipline":"Education (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Caruthers, Loyce Ellenor, 1947-"],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T05:18:49Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/84163","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Caruthers, Loyce Ellenor, 1947-"]},{"key":"dc:creator","label":"Author","values":["Haws, Andrew David"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-06-02T16:11:31Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-06-02T16:11:31Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. (Doctor of Education)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/84163"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed June 16, 2021","Dissertation advisor: Loyce Caruthers","Vita","Includes bibliographical references (pages 151-191)","Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2021"]},{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine if the Summit Learning Platform, a type of Intelligent Tutoring System, has a positive association with mathematics achievement of high school students in grades nine through eleven. The study was conducted in a Midwest suburban school district among three high schools within the same district. Further, a quasi-experimental research design was used with a sample size of 2000 students in the control group and 450 students in the treatment group. Data were compiled from the 2018-2019 school year and applied a combination of t-tests and analysis of variance (ANOVA) to compare the mean scores of the two groups. As comparison points, the Northwest Evaluation Association (NWEA), pre-ACT, and ACT were used in this Midwest district as measures among all students. The results demonstrated that students using the Summit Learning Platform showed significant gains when using their pre-test and post-test scores, but there was not statistical significance when analyzing the measures between the control and treatment groups. As more school districts utilize technological tools in far-reaching efforts to raise achievement levels in math, the intent of the study was to demonstrate potential benefits of the Summit Learning Platform for districts across the nation."]},{"key":"dc:title","label":"Title","values":["Cognitive tutoring and assessment systems and mathematics achievement: a quantitative study of the Summit Learning Platform"]}]}],"canonical_facts":{"dc:contributor.advisor":["Caruthers, Loyce Ellenor, 1947-"],"dc:creator":["Haws, Andrew David"],"dc:date.accessioned":["2021-06-02T16:11:31Z"],"dc:date.available":["2021-06-02T16:11:31Z"],"dc:date.issued":["2021"],"dc:description":["Title from PDF of title page viewed June 16, 2021","Dissertation advisor: Loyce Caruthers","Vita","Includes bibliographical references (pages 151-191)","Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2021"],"dc:description.abstract":["The purpose of this study was to determine if the Summit Learning Platform, a type of Intelligent Tutoring System, has a positive association with mathematics achievement of high school students in grades nine through eleven. The study was conducted in a Midwest suburban school district among three high schools within the same district. Further, a quasi-experimental research design was used with a sample size of 2000 students in the control group and 450 students in the treatment group. Data were compiled from the 2018-2019 school year and applied a combination of t-tests and analysis of variance (ANOVA) to compare the mean scores of the two groups. As comparison points, the Northwest Evaluation Association (NWEA), pre-ACT, and ACT were used in this Midwest district as measures among all students. The results demonstrated that students using the Summit Learning Platform showed significant gains when using their pre-test and post-test scores, but there was not statistical significance when analyzing the measures between the control and treatment groups. As more school districts utilize technological tools in far-reaching efforts to raise achievement levels in math, the intent of the study was to demonstrate potential benefits of the Summit Learning Platform for districts across the nation."],"dc:identifier.uri":["https://hdl.handle.net/10355/84163"],"dc:title":["Cognitive tutoring and assessment systems and mathematics achievement: a quantitative study of the Summit Learning Platform"],"thesis:degree_discipline":["Education (UMKC)"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Ed.D. (Doctor of Education)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:18:49Z"}