Impact of an integrated learning system on reading and mathematics achievement

Integrated learning systems are one of the computer-assisted interventions that schools are using to improve student achievement scores. The purpose of this study was to determine if there were significant differences in the reading and mathematics achievement of fourth and fifth grade students as measured by Tennessee Comprehensive Achievement Test scores after implementing the integrated learning system Class Works Gold® at Lenoir City Elementary School. Fourth and fifth grade students at Lenoir City Elementary used the integrated learning system for two forty-five minute class periods per week, one for reading and one for mathematics, in addition to their traditional instruction. The study analyzed the gains in reading and mathematics achievement from 2002 to 2003, before implementation of the integrated learning system and from 2003 to 2004, after implementation of the integrated learning system. The variables of time-on-task, gender, ethnicity, socio-economic status, and initial proficiency level were also analyzed. Results from Lenoir City fourth and fifth grade were compared to those from Loudon Elementary, where only traditional instruction was used. The results indicated that the integrated learning system had little overall impact on student achievement in reading or mathematics. No significant differences in achievement were found to be attributable to gender, ethnicity, socio-economic status, or initial proficiency level. Time-on-task proved to be a significant factor, with students in the high time-on-task category outperforming others in fourth grade reading and mathematics and fifth grade mathematics. The results of the study suggest that the integrated learning system may have a positive effect on achievement, particularly in mathematics, if students spend more time using the system. Based on these results, it is recommended that further study be focused on the relationship between time-on-task and student achievement