Research+Plan+Draft



**Abstract ** Many studies have been conducted regarding the use of computer-assisted instruction (CAI). Many of these studies support the use of various forms of CAI to improve students’ academic performance. This study aims to examine the effectiveness of one such program, //Mega Math Blasters//, in improving students’ performance in mathematics. **Introduction ** The National Council of Teachers of Mathematics (NCTM) states that //“// //Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students' learning” // (2000). When used appropriately, technology can be powerful. It can make math more engaging for students and can foster higher-order thinking skills. The use of technology allows students to see some real-world applications of math. It can enable students to focus on the “big picture” instead of getting bogged down by all of the calculations. Technology is also beneficial to teachers of mathematics. It can serve as a valuable tool for collecting and managing data. Analysis of this data can help teachers provide better, differentiated instruction to students. Technology can be used to provide acceleration and/or remediation activities for students. It can also be used to provide immediate feedback on student progress. One way technology can be implemented in the classroom is to provide computer-assisted instruction (CAI) for students. Many different programs are available. They are often in a game-like format which motivates students to participate. The programs generally assess students’ current learning levels and select games to meet their needs for remediation and/or acceleration. They also provide immediate feedback on student performance. But does the use of CAI lead to improved student performance? This study was designed to determine the effectiveness of one such program, MegaMath Blaster software. (Good introduction -- well-articulated)

**Review of Related Literature ** //Mega Math Blaster // is educational math software designed by Davidson to help develop students’ skills and confidence in math. Designed for students ages 6-12, the software contains five different games involving addition, subtraction, multiplication, division, number patterns, estimation, fractions, decimals and percents. There are six levels of difficulty in which students can progress. The game setting is a new universe which is controlled by robots and machines. The goal is for the ‘heroes’ to save the humans from the robots and machines. Students build speed and accuracy of math skills while engaging in a fun game ( [|//http://www.tcnj.edu/~technj/spr97/blaster.html//]//) //. Harcourt included the //Mega Math Blaster// as a supplemental tool with the textbooks and materials recently purchased by my school system. Most of the teachers in my school have yet to use the software, mostly due to time constraints. To determine whether or not use of this software is worth the time and effort required, I plan to conduct research to determine what effect the use of //Mega Math Blaster// has on students’ performance in math.

Computer-assisted instruction (CAI) is a widely studied and supported method of teaching. Quyang (1993) defines CAI as “any program that augments, teaches, or simulates the learning environment used in the traditional classroom.” Many studies have been published showing significant results in improving student performance by using CAI. For my research, I reviewed many articles describing studies previously conducted in order to determine the effectiveness of CAI on student achievement in math. While some of the studies showed a positive correlation between the use of CAI and student performance (Citations?) , some yielded no significant results (Citations?). One actually showed a negative correlation between the use of CAI and student performance in math (Citations?). When examining the effects of researcher-designed CAI known as FLASH on number combination skill in at-risk first graders, Fuchs, et al. (2006) analyzed data collected via pre- and post-tests. Using a one-way analysis of variance (ANOVA), the researchers found that there was a significant effect of CAI on students’ addition number skill. However, they also examined the effect of the CAI on subtraction and transfer to arithmetic story problems and found no significant results. The researchers admitted that they did not account for the keyboarding skills of the participants which could have resulted in inaccuracies regarding the effectiveness of the CAI. This is something to keep in mind when conducting this type of research on the elementary level. <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Shoppek and Tulis (2010) conducted similar research to determine how much a moderate amount of CAI could contribute to improvement of students’ achievements in arithmetic and word problem solving. The researchers conducted a study using //Merlin’s Math Mill// software which they developed. They wanted to determine the effectiveness of their software in improving students’ math performance, even when only minimal amounts of CAI were administered. Via pre- and post- testing and analysis using ANOVA, the researchers found that students’ performance was significantly improved with even a small amount of CAI. <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Tienken and Maher (2008) used a quasi-experimental pretest/posttest control-group design to determine the effect of CAI on eighth-grade students’ math performance. Rather than using a particular software program, the researchers used various math drill-and-practice websites for their research. They found that the CAI intervention did not improve student achievement significantly. In fact, students who received CAI performed significantly lower than students who did not in two categories researchers examined from post-test data. The researchers stated that the post-test used, the New Jersey Grade Eight Proficiency Assessment (GEPA), required the use of problem-solving skills which the drill-and-practice CAI did not address. <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">For their research, Vogel, Greenwood-Ericksen, Cannon-Bowers, and Bowers (2006) looked at CAI using a gaming format with simulations and CAI using a traditional format to determine the effects of each on student motivation and performance. They found that there was a significant improvement in math skills in the gaming format CAI condition but not in the traditional CAI condition. They feel that students are more motivated to learn the material when presented in a game-like format. Therefore, they believe that a simulation-based approach should be integrated into CAI. They also state that “the connection between the material to be learned and the game play experience must be seamless” (Vogel, Greenwood-Ericksen, Cannon-Bowers, & Bowers, 2006). <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Martindale, Pearson, Curda, and Pilcher (2005) examined the effect of FCAT Explorer CAI software on elementary and high school students’ performance on the Florida Comprehensive Assessment Test (FCAT). The researchers used hierarchial analysis of variance and analysis of covariance to compare scores for schools that used the CAI and those that did not use it. At the elementary level, they found a significant difference in scores. However, they did not find a significant difference in students’ scores at the high school level. One possible explanation for this lack of effect is that high school teachers may not feel the program is necessary, or they may not have time to implement it. Elementary teachers may perceive more pressure to prepare students for future rounds of high stakes testing. Thus, they may be more likely to use all resources available to them. Based upon their findings, the researchers concluded that CAI is effective in the elementary grades in promoting student achievement. <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">Researchers have found that the provision of challenging material at the right instructional level leads to improved outcomes in reading and math (Ysseldyke & Bolt, 2007). CAI is one means of providing instruction that is on the appropriate student level. So often, teachers tend to “teach to the middle.” Therefore, students who need acceleration and remediation do not always receive it. According to Ke (2008), there are three potential uses of computer games in a school environment. These are to promote general cognitive abilities and skills, affective and motivational aspects, and knowledge- and content-related learning. Though research has shown mixed results regarding the use of computer games for developing content-related learning, much empirical data is available which supports the claim that computer games increase student motivation. They find computer games engaging and fun. If students are more motivated, they will put forth greater effort. By putting forth a greater effort, students will complete more problems than they would if they were not motivated. That has to have a positive impact on student learning. **<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Purpose of the Study ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Math continues to be an area of weakness for students at my school, according to student performance on the Criterion Referenced Competency Test (CRCT). Therefore, we are constantly striving to find new ways to deliver math content in order to better meet the needs of all students. The use of technology is one strategy which could help students to better grasp math concepts. <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Because many studies have supported the use of CAI to improve student performance in math, especially at the elementary level, I wanted to see if I would achieve similar results when using //Mega Math Blasters// software. The software uses a gaming format. Therefore, I believe that students will be motivated to complete the tasks and learn the skills. This improved knowledge of skills should lead to improvement in student performance in math. **<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Research Question: ** == <span style="color: black; font-family: 'Arial','sans-serif'; font-weight: normal;">What effect does the use of //Mega Math// Blasters, a form of CAI, have on student achievement in math? == ==<span style="background: white; color: #008000; font-family: 'Arial','sans-serif'; font-size: 12pt; font-weight: normal; line-height: 200%; margin: 0in 0in 10pt;">(Have you defined "effect" and "student achievement"?) ** If this is a one-liner then I suggest you integrate it to the previous paragraph. **==

**<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Methodology ** //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Research Design //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">: <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">To address my research question, I will conduct evaluation research. (Define?) My research will fall into the area of impact assessment. (Please provide more explanation) I will conduct a field experiment by using real teachers and students in math classrooms. Because students will already be placed in classrooms, my research will be quasi-experimental. I will use mixed research methods to determine what effect, if any, the use of //Mega Math Blasters// CAI has on student achievement in mathematics. (Sound contradictory? Once you use mixed methods then it is not "experimental' anymore. Need more discussion on what you want to do so you can gather the appropriate data)  //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Types of Data //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">:   <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">My data will consist of mixed methods. (Need to rethink and rephrase the previous sentence -- does not make sense) I will collect quantitative data in the form of pre- and posttests. (Pre/post tests can be open ended questions so it could be qualitative data) This data will be evaluated to determine whether or not a positive correlation exists between the use of //Mega Math Blaster// CAI in the math classroom and student achievement in mathematics. (How will you translate your collected data into numeric format?) I will also examine data from reports available through the CAI software program to determine how many segments of CAI were completed by the participants. In addition to quantitative data, I will collect qualitative data in the form of student surveys. (Again, need to rethink and rephrase the previous sentence) Through triangulation of these data methods, I hope to ensure that my research is valid. <span style="background: white; color: #008000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;"> (Why? What do you when you use triangulation?) //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Data Collection Strategy and/or Instrument //<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">: <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">I will collect mixed data for my research. (How will your collected data look like?) Quantitative data will be collected in the form of pre- and posttests. (Please include instrument) I will use statistical analyses in the form of ANOVA to determine differences in the experimental and control group scores. (Why this particular statistical analysis? Why not MANOVA? How about correlation?) Qualitative data will also be collected through the use of student surveys. Due to the young age of the participants, the surveys will be qualitative and will involve coloring either a smiling face or frowning face to indicate responses to questions which will be read to the students by the researcher. This will provide information regarding students’ perceived effects of the CAI as related to their performance in math. (How valid and reliable is your data if you collect it this way?) <span style="background: white; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt; text-indent: 0.5in;">I plan to use four kindergarten math classes for my research. All students would receive the same math instruction in the classroom. Two classes would form the experimental group. Students in this group would receive additional CAI in math using //Mega Math Blaster// to reinforce concepts taught. These students would receive daily sessions (10-15 minutes each) of math CAI for eight weeks. The other two classes would form the control group for the research. These students would not receive additional CAI for math. At the end of eight weeks, both groups would take the post-test. Data would be analyzed to determine what effect, if any, the use of the //Mega Math Blaster// software had on student achievement in math. (Did you ask for consent? If you did, please attach form)

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Research Timeline ** (Provide introductory paragraph) <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">(due date: January 14th) ||
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Date(s) ** ||  **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Task **  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 10 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Send home permission to participate forms
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 18 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Form experimental and control groups based upon return of permission forms  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 24 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Administer pre-test to all participants  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">January 31- March 11 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Use //Mega Math Blasters// with experimental group (daily sessions/10-15 minutes each)  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">March 14 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Administer post-test to all participants  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">March 16 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Administer student surveys to experimental group  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">March 17- April 1 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Analyze data and summarize results  ||
 * <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">April 12 || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 12pt; text-align: center;">Share findings with staff at faculty meeting  ||

**<span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">Results ** (Not needed for the plan) <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Not yet available <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">**Discussion** (Not needed for the plan) <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Not yet available <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">**Conclusion** (More of a concluding summary about this plan) <span style="background: white; color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Not yet available **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">References ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Fuchs, L.S., Fuchs, D., Hamlet, C.L., Powell, S.R., & et al. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities, 39(5), 467-475. Retrieved September 19, 2010, <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;"> from ProQuest Education Journals. (Document ID: 1134779611). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">**<span style="background: white; font-family: 'Arial','sans-serif';">Johnson, B., & Christensen, L. (2007). //Educational research: Quantitative, qualitative, and mixed approaches// (3rd ed.). Boston: Allyn and Bacon. ** <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Ke, F.. (2008). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">(4), 429- 445. Retrieved from ProQuest Education Journals. (Document ID: 1897191811). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Martindale, T., Pearson, C., Curda, L.K., and Pilcher, J. (2005). Effects of an online instructional application on reading and mathematics standardized test scores. Journal of Research on Technology in Education, 37 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">(4), 349-360//<span style="font-family: 'Arial','sans-serif';">. // Retrieved from ProQuest Education Journals. (Document ID: 856778061). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Principles and standards for school mathematics. The technology principle. Retrieved October 24, 2010 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">from <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">[] <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Quyang, R. (1993). //A meta-analysis: Effectiveness of computer-assisted instruction at the level of elementary education (K-6).// Unpublished doctoral dissertation, Indiana University of Pennsylvania. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Schoppek, W. & Tulis, M. (2010). Enhancing arithmetic and word-problem solving skills efficiently by individualized computer-assisted practice. The Journal of Educational Research, 103 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">(4), 239-252. Doi: 10.1080/00220670903382962. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">The College of New Jersey. (2010). Mega Math Blaster. Retrieved October 24, 2010, <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;"> from //[]// <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Tienken, C., & Maher, J.. (2008). The influence of computer-assisted instruction on eighth grade mathematics achievement. RMLE Online, 32 (3), 1-13. Retrieved September 19, 2010, <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;"> from ProQuest Education Journals. (Document ID: 1805427831). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Vogel, J.J., Greenwood-Ericksen, A., Cannon-Bowers, J., & Bowers, C.A. (2006). Using virtual reality with and without gaming attributes for academic achievement. Journal of Research on Technology in Eduation, 39 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">(1), 105-118. Retrieved September 24, 2010 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">, from ProQuest Education Journals. (Document ID: 1145391471). <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">Ysseldyke, J. & Bolt, D.M., (2007). Effect of technology-enhanced continuous progress monitoring on math achievement. School Psychology Review, 36 (3), 453-467. Retrieved August 22, 2010 <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">from ProQuest Psychology Journals. (Document ID: 1347553591).

**<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%;">APPENDIX ** <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; text-align: center;">Research Survey (Will this be read to the students?)

<span style="font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">1. I enjoyed (subjective not measurable) doing Mega Math on the computer. <span style="font-family: Wingdings; font-size: 48pt; line-height: 115%; margin: 0in 0in 10pt 157.5pt; text-indent: -0.25in;">J L <span style="font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; margin: 0in 0in 10pt 139.5pt;">yes no

<span style="font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">2. The Mega Math games helped me learn (specific behavior?) more about addition. <span style="font-family: Wingdings; font-size: 48pt; line-height: 115%; margin: 0in 0in 10pt 157.5pt; text-indent: -0.25in;">J L <span style="font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; margin: 0in 0in 10pt 103.5pt; text-indent: 0.5in;">yes no

<span style="font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; margin: 0in 0in 0pt 0.5in; text-indent: -0.25in;">3. I want to play (specific behavior?) more Mega Math games on the computer. <span style="font-family: Wingdings; font-size: 48pt; line-height: 115%; margin: 0in 0in 10pt 157.5pt; text-indent: -0.25in;">J L <span style="font-family: 'Arial','sans-serif'; font-size: 20pt; line-height: 115%; margin: 0in 0in 10pt 139.5pt;">yes no

<span style="background: white; color: #008000; font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 200%; margin: 0in 0in 10pt;">(Only 3 items? Will the collected data answer your research question?)