Online Platform and Math Learning in Middle Grades
Location
Boston 2&3
Session Format
Presentation
Abstract
Online learning platforms are integral to P-12 school experience in post Covid pandemic. However, the various instructional tools and their efficacy on student learning need rigorous examination. This action research project was conducted to investigate the use of iReady, an online adaptive-learning platform and its effect on student math performance and motivation in middle grades. Participants of the study were eighty-five 8th grade students in four classes taught by the teacher researcher at one middle school. The participants were at various abilities levels, and many need extra support in math. The online, adaptive-learning platform iReady was implemented for all participants to provide diagnostic assessments and individualized learning support in reading and math during the school year. Student data of math performance from iReady diagnostic tests, Georgia Milestone Math Performance and end-of-grade assessments, as well as student survey of learning experience and perceptions, were analyzed to examine the effect of iReady. Results of the study indicate that the use of iReady is associated with some increase in math performance and student perceptions were mostly positive. However, the growth was not significant overall and iReady was more positive for regular students than for inclusion students. Using iReady as an on-line, adaptive learning platform for middle school math needs further and more rigorous experimental research.
Keywords
Online learning, math performance, middle grades
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Nelson, Troy and Feng, Jay, "Online Platform and Math Learning in Middle Grades" (2024). Georgia Educational Research Association Conference. 12.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/12
Online Platform and Math Learning in Middle Grades
Boston 2&3
Online learning platforms are integral to P-12 school experience in post Covid pandemic. However, the various instructional tools and their efficacy on student learning need rigorous examination. This action research project was conducted to investigate the use of iReady, an online adaptive-learning platform and its effect on student math performance and motivation in middle grades. Participants of the study were eighty-five 8th grade students in four classes taught by the teacher researcher at one middle school. The participants were at various abilities levels, and many need extra support in math. The online, adaptive-learning platform iReady was implemented for all participants to provide diagnostic assessments and individualized learning support in reading and math during the school year. Student data of math performance from iReady diagnostic tests, Georgia Milestone Math Performance and end-of-grade assessments, as well as student survey of learning experience and perceptions, were analyzed to examine the effect of iReady. Results of the study indicate that the use of iReady is associated with some increase in math performance and student perceptions were mostly positive. However, the growth was not significant overall and iReady was more positive for regular students than for inclusion students. Using iReady as an on-line, adaptive learning platform for middle school math needs further and more rigorous experimental research.
