An Analysis of Mathematics Interventions: Increased Time-on-Task Compared with Computer-Assisted Mathematics Instruction

Student achievement is not progressing on mathematics as measured by state, national, and international assessments. Much of the research points to mathematics curriculum and instruction as the root cause of student failure to achieve at levels comparable to other nations. Since mathematics is regarded as a gate keeper to many educational opportunities as well as, eventually, potential job prospects, critics are asking schools to fix the problem. This research project is a comparison of two different interventions used to improve student performance as tested on the Colorado State Assessment Program (CSAP). The first intervention, increased time-on-task, was used at Freedom High School for the school years 2004-2005 until 2008-2009. In those years, mathematics achievement did not improve and CSAP scores showed a negative trend. In the school year 2009-2010, Freedom High School used a computer-assisted instruction program as an intervention for low performing students. A matched-pair design was used to compare these two interventions to determine if the new intervention would improve student achievement. Eighth grade CSAP scale scores for both groups were used as a pre-test and ninth grade CSAP scale scores were used as a post-test. Pre-test mean scale scores were compared to determine variance between the groups. An analysis of covariance was used as a control for the mean differences. The statistical analysis showed that the computerassisted instructional program was ineffectual in improving student achievement in the sample group selected. Chapter Five offers discussion focused on the reasons why the computer-assisted instruction program did not work and possible solutions to correct the problems in the future. References are made to the fact that pedagogy must change if real achievement gains are going to be made by students