Accelerated math implementation and elementary student achievement and attitudes

UNCW Author/Contributor (non-UNCW co-authors, if there are any, appear on document)
Elizabeth B. Metcalf (Creator)
The University of North Carolina Wilmington (UNCW )
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Abstract: The purpose of this evaluation is to show how Accelerated Math implementation affects student achievement and attitudes towards mathematics. Accelerated Math is a computer based curriculum management program. The program provides both the teacher and student with a database of math practice, testing, and intervention. This study looked at teacher and student attitudes in relation to student achievement, with respect to math success in students. It also looks closely at effective levels of proper implementation through professional development of the program and those effects on student achievement. Surveys were taken and End of Grade standardized test results of third and fourth grade students were compared in order to determine the impact of the program on student achievement. It was found that students in the group who spent much more time using the program scored lower on standardized tests, as students in another group who used the program as a less significant compliment to their instructional program scored higher. Teachers in both groups had a similar lack of training and information about the program during it original implementation in their school. Student attitudes were positive about math ability and achievement during the use of Accelerated Math.

Additional Information

A Thesis Submitted to the University of North Carolina Wilmington in Partial Fulfillment Of the Requirements for the Degree of Master of Education
Language: English
Date: 2009
Academic achievement, Mathematical ability, Mathematical readiness, Mathematics--Study and teaching (Elementary), Motivation in education
Mathematics -- Study and teaching (Elementary)
Academic achievement
Motivation in education
Mathematical readiness
Mathematical ability

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