The Impact of an Online Tutoring Program on Mathematics Achievement

Clark, Amy K.; Whetstone, Patti

doi:10.1080/00220671.2013.833075

Cited by 11 publications

(11 citation statements)

References 4 publications

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“…The findings from this study aligned with previous studies that demonstrated positive effects associated with the use of supplemental digital resources and students' mathematics performance among students at the elementary, intermediate, and junior high levels (e.g., Chappell, Arnold, Nunnery, & Grant, 2015;Clark & Whetstone, 2014;Kiriakidis & Geer, 2014;Martindale et al, 2005;Nunnery & Ross, 2007;Ysseldyke & Bolt, 2007). Among each campus level, Think Through Math © usage accounted for more than half of the variance in students' STAAR mathematics assessment scores than would be explained by chance.…”

Section: Discussionsupporting

confidence: 88%

“…While these studies have presented research-based findings to substantiate the positive effects associated with the use of supplemental digital resources during math instruction, the literature has also pointed to possible disadvantages. For example, supplemental digital resources may be cost-prohibitive for schools, as well as time-prohibitive for teachers (Clark & Whetstone, 2014). Also, supplemental digital resources may have limited effects on student subpopulations, such as underperforming students and English language learners (Rutherford et al, 2014).…”

Section: Impact Of a Web-based Adaptive Supplemental Digital Resourcementioning

confidence: 99%

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Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Sharp

Hamil²

2018

OLJ

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Much literature has presented evidence that supplemental digital resources enhance student performance with mathematics. The purpose of this study was to explore the impact of a web-adaptive digital resource, Think Through Math©, on student performance with state-mandated annual standardized mathematics assessments. This study utilized a quantitative research design and conducted multiple regression analyses among 723 students from a north Texas school district that showed high-levels of use with Think Through Math© during the 2015-2016 school year. Data from Think Through Math© reports and annual standardized mathematics assessments were collected and analyzed from elementary, intermediate, junior high, and high school campus levels. Results of the multiple regression analyses were reported for each campus level, as well as several statistically significant and positive associations.

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Section: Discussionsupporting

confidence: 88%

Section: Impact Of a Web-based Adaptive Supplemental Digital Resourcementioning

confidence: 99%

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Sharp

Hamil²

2018

OLJ

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“…However, the time investment required to achieve these gains is not substantial. Clark and Whetstone (2014) found that students who spent "as little as 50 minutes per week" (p. 465) participating in online mathematics tutoring experienced an effect size of .68-equivalent to more than two thirds of a year's worth of improvement. Even more impressive are the results from a study of middle school students that found that more intensive tutoring at five hours per week for a 6-week period resulted in an average gain of an entire grade level in mathematics for participating students (eSchool News, 2009).…”

Section: Online Tutoringmentioning

confidence: 99%

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Chappell

Arnold

Nunnery

et al. 2015

OLJ

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The purpose of this mixed methods study was to determine the impact of synchronous online tutoring services on struggling middle school students' mathematics achievement. The online tutoring was provided as a response to intervention (RTI) Tier 3 support (intensive, individualized intervention) in schools implementing a school-wide mathematics program that addresses Tier 1 (high-quality classroom instruction) and Tier 2 (small group interventions). We employed quasi-experimental, within-and between-group designs to examine impacts for 119 students in two schools to measure the tutoring's impact on mathematics assessment scores. We also conducted qualitative analyses of student and tutor postsession commentary. The findings suggest that the tutoring contributed to statistically significant gains in student assessment scores postintervention. Online tutors' descriptions of their practice centered on ongoing progress monitoring of student learning, delivery of guided practice to students, the use of multiple explanations and representations of target concepts. Student perceptions of the online tutoring were predominately positive in nature.

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“…Participants highlighted things such as Internet issues, flaws in how the programs were designed, and cost. Several studies have identified these as barriers as well (Clark & Whetstone, 2014;De Witte & Rogge, 2014;Shih et al, 2012). The drawbacks noted by participates were much fewer than the positive features mentioned and thus led to the overall perception that adaptive learning programs are beneficial for students.…”

Section: Discussionmentioning

confidence: 99%

Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education

Smith

2018

CONT ED TECHNOLOGY

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Adaptive learning programs are frequently used in the K-8 mathematics classroom. These programs provide instruction to students at the appropriate level of difficulty by presenting content, providing feedback, and allowing students to master skills before progressing. The purpose of the study was to seek to interpret how preservice teachers' experiences influence their perceptions and plans to integrate adaptive learning programs in their future K-8 mathematics classroom. This was a qualitative study with 17 participants who were enrolled in an undergraduate teacher education program. Data was collected and analyzed from archived journals the participants completed as a part of their K-8 Math Methods course, a survey, and semi-structured interviews. The findings from this study indicate that the participating preservice teachers perceive adaptive learning programs to be beneficial for students, and they recognize they have many decisions to make regarding what adaptive learning programs are used and how they are integrated into the classroom. The study also found that the instruction the preservice teachers received in their K-8 Math Methods course played a critical role in making them aware of the features available and myriad of options available in adaptive learning programs.

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The Impact of an Online Tutoring Program on Mathematics Achievement

Cited by 11 publications

References 4 publications

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

Impact of a Web-Based Adaptive Supplemental Digital Resource on Student Mathematics Performance

An Examination of an Online Tutoring Program’s Impact on Low-Achieving Middle School Students’ Mathematics Achievement

Perceptions of Preservice Teachers about Adaptive Learning Programs in K-8 Mathematics Education

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