Title

3I: How Can Teachers Use MobyMax to Increase Math Proficiency? The Use of Computer Assisted Technology to Impact Daily Student Learning

Presenter Information

Simona AlbaradoFollow

Faculty Mentor(s)

Joshua Cuevas

Campus

Cumming

Proposal Type

Oral Presentation

Subject Area

Education

Location

Panel 3: I (Register Here)

Start Date

26-3-2021 11:00 AM

End Date

26-3-2021 11:50 AM

Description/Abstract

Abstract

Georgia schools are experiencing low math proficiency across the state. Teachers are exploring different tools and strategies in order to close the achievement gaps. Computer Assisted instruction, also known as CAI, is a common intervention teachers turn to for an intervention due to its ability to differentiate instruction for each individual student based on their needs. In this study, MobyMax, a CAI program is used as well as a pretest/posttest to compare fourth grade students’ achievement scores to assess the effectiveness of using the program in mathematics. The control group (n = 32) received traditional whole group instruction and small group instruction, while the treatment group (n = 33) received MobyMax CAI along with whole group and small group instruction. Two ANCOVA tests were taken to determine the difference in student achievement and motivation from the pre-test to the post-test.

Keywords: Mathematics, MobyMax, Computer Assisted Instruction, Differentiation, Motivation, Achievement

Media Format

flash_audio

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Mar 26th, 11:00 AM Mar 26th, 11:50 AM

3I: How Can Teachers Use MobyMax to Increase Math Proficiency? The Use of Computer Assisted Technology to Impact Daily Student Learning

Panel 3: I (Register Here)

Abstract

Georgia schools are experiencing low math proficiency across the state. Teachers are exploring different tools and strategies in order to close the achievement gaps. Computer Assisted instruction, also known as CAI, is a common intervention teachers turn to for an intervention due to its ability to differentiate instruction for each individual student based on their needs. In this study, MobyMax, a CAI program is used as well as a pretest/posttest to compare fourth grade students’ achievement scores to assess the effectiveness of using the program in mathematics. The control group (n = 32) received traditional whole group instruction and small group instruction, while the treatment group (n = 33) received MobyMax CAI along with whole group and small group instruction. Two ANCOVA tests were taken to determine the difference in student achievement and motivation from the pre-test to the post-test.

Keywords: Mathematics, MobyMax, Computer Assisted Instruction, Differentiation, Motivation, Achievement