1 / 12

Attaining Proficient Math TAKS Scores in 10th Grade Instruction: Computer Based Tutoring

Attaining Proficient Math TAKS Scores in 10th Grade Instruction: Computer Based Tutoring. Jaime Villarreal EDCI 6300.62 Dr. A. Herrera Spring 2012. Problem Statement. The problem is that 10 th grade student’s are not scoring proficient on the Texas mathematics TAKS exam .

kaloni
Download Presentation

Attaining Proficient Math TAKS Scores in 10th Grade Instruction: Computer Based Tutoring

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Attaining Proficient Math TAKS Scores in 10th GradeInstruction: Computer Based Tutoring Jaime Villarreal EDCI 6300.62 Dr. A. Herrera Spring 2012

  2. Problem Statement The problem is that 10th grade student’s are not scoring proficient on the Texas mathematics TAKS exam.

  3. Purpose & Need • The purpose of this review of research literature is to determine if computer based tutoring can be used to develop and improve proficiency levels of students math skills. • The need is demonstrated in the non-proficient scores by 10th graders on the math TAKS test.

  4. Types of Research Most of the research included in this synthesis of literature consisted of quantitative experimental and quasi-experimental studies that used dependent t-tests, surveys, questionnaires and MANO-VA type tests.

  5. Reviewing the Literature According to Springer, Pugalee, and Algozzine (2007) The No Child Left Behind Act has created a need to find research based methods that will make a difference in America’s classrooms.

  6. Reviewing the Literature Duke and Jacobson (2011) mentions that high schools are the recipients of students with an extensive history of failure experience in basic skills.

  7. Reviewing the Literature Research has demonstrated that in comparison to traditional classroom teaching, computer assisted instruction offers an attractive and alternative approach with multiple representations of concepts (Wing-Kwong et al., 2011).

  8. Results The common result among the research studies shows that computer assisted instruction could be a possible solution for 10th grade students to attain proficient scores on the math TAKS test.

  9. Gaps in the Literature • The amount of studies that correlate computer assisted instruction with student performance on achievement tests are very limited. • There is an extensive and diverse kinds of computer software available to use in computer assisted instruction. • There are factors of integrity, rigor and cost that must also be consider in computer assisted instruction.

  10. Conclusion • Computer assisted instruction is a method that has proven to improve students academic performance. • In relating computer assisted instruction to the specific improvement of 10th grade TAKS scores more research is needed to narrow the focus of the type of software that is used.

  11. Rodriguez (2012), “ The challenge of using computer assisted instruction to improve student academic performance is to find the right software that offers rigor, cost, security and integrity.”

  12. Sources Duke, D. L., & Jacobson, M. (2011). Tackling the Toughest Turnaround - Low-Performing High Schools. Phi Delta Kappan, 92(5), 34-38. Springer, R., Pugalee, D., & Algozzine, B. (2007). Improving Mathematics Skills of High School Students. Clearing House, 81(1), 37-44. Rodriguez, Ronnie (2012,April 27). Personal Interview. Wing-Kwong, W., Sheng-Kai, Y., Hsi-Hsun, Y., & Ying-Hao, C. (2011). Using Computer-Assisted Multiple Representations in Learning Geometry Proofs. Journal Of Educational Technology & Society, 14(3), 43-54. Google images. Microsoft PowerPoint.

More Related