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|a QA13.R33 2012_RabinovichLeonid |2 BU-Local |
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|a The effect of technology-enhanced formative assessment on the mathematics achievement of low-achieving middle school students |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2012. |
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|a xii, 104 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2012. |
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|a Includes bibliographical references (leaves 93-102). |
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|a Copyright Leonid Rabinovic. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : This causal-comparative study was designed to investigate the significance of the effect of technology-enhanced formative assessment on the mathematics achievement of low-performing middle school students. The researcher compared the mathematics achievement of those low performing middle school students whose teachers use technology-enhanced formative assessment strategies to the mathematics achievement of those students who were taught using traditional instructional methods. Method : Seven middle school mathematics teachers and 305 middle school students participated in this research. The causal-comparative design was employed to evaluate the effectiveness of the technology-enhanced formative assessment methodology. Treatment and control groups were matched based on the students’ academic proficiency in mathematics on the Florida Comprehensive Assessment Test (FCAT). The results of the 2011-2012 mathematics portion of the FCAT were analyzed to examine if the technology-enhanced formative assessment methodology had a significant effect on the mathematics achievement of low-performing middle school students. Findings : The study was conducted from October through April, across two consecutive academic quarters (quarter two and quarter three), of the 2011-2012 school year. Data from a total of 305 students were analyzed. The treatment and control groups were compared using a t-test for independent samples. Descriptive statistical techniques were used to evaluate the students’ FCAT results and describe the characteristics of the data in the study to provide information regarding students’ mathematics achievement. Results indicated that there was no significant difference between the two groups with regards to mathematics achievement. Although students who were taught using TEFA methodology had a calculated mean score higher than the students who were taught using traditional instructional methods, statistically, the two groups reported no significant difference and the null hypothesis could not be rejected. While the implementation of TEFA in this study did not show statistically significant results, the study could provide educators some insights that might influence educational policies and research as it relates to mathematics education, formative assessment, professional development, and instructional technology. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Mathematics |x Study and teaching (Middle school) |x United States. |
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|a Computer-assisted instruction. |
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|a Educational technology. |
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|a Florida Comprehensive Assessment Test. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001419/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/14/19/00001/QA13_R33 2012_RabinovichLeonidthm.jpg |
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|a Theses and Dissertations |
