The effects of an interactive online learning platform on second-grade students' mathematics performance

Swartzfager, Alyssa

Swartzfager, A. (2023). The effects of an interactive online learning platform on second-grade students' mathematics performance.

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Title	The effects of an interactive online learning platform on second-grade students' mathematics performance
Abstract	As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially children and their academic progress. Regardless of the cause, educators are planning their approach on how to fill the educational gaps presented to them to ensure all students achieve academic success. While utilizing a single subject criterion changing quantitative methodology, the purpose of this study was to identify whether IXL Learning was a successful intervention for second-grade students demonstrating a need for remediation of place value skills, as measured by researcher-created, curriculum-based weekly assessments. Data shows a slight increase in weekly researcher-created, curriculum-based assessments centering around place value skills, a large number of exposed place value questions for each student, and a slight increase in place value scores. However, a general pattern of criterion shifting was not found while utilizing IXL Learning as an interventional practice. It is recommended that a blended educational approach with various components be utilized for instructing place value concepts at the second-grade level.
Date	2023

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Title: The effects of an interactive online learning platform on second-grade students' mathematics performance
Author: Swartzfager, Alyssa
Abstract: As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially children and their academic progress. Regardless of the cause, educators are planning their approach on how to fill the educational gaps presented to them to ensure all students achieve academic success. While utilizing a single subject criterion changing quantitative methodology, the purpose of this study was to identify whether IXL Learning was a successful intervention for second-grade students demonstrating a need for remediation of place value skills, as measured by researcher-created, curriculum-based weekly assessments. Data shows a slight increase in weekly researcher-created, curriculum-based assessments centering around place value skills, a large number of exposed place value questions for each student, and a slight increase in place value scores. However, a general pattern of criterion shifting was not found while utilizing IXL Learning as an interventional practice. It is recommended that a blended educational approach with various components be utilized for instructing place value concepts at the second-grade level.
Advisor: Lynch, Jeremy
Committee Members: Stimac, Michael
Mild, Toni
Date Issued: 2023
Degree Granting Institution: Slippery Rock University of Pennsylvania
College of Education
Special Education
Degree Name: Degree of Doctor of Education (Ed. D.)
Degree Level: Doctorate Degree
Degree Discipline: Special Education
Genre: Dissertation/Thesis
Topics: Active learning -- United States
Active learning -- United States Mathematics -- Study and teaching -- United States
Copyright Statement: The copyright to this item is owned by the author and falls under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License. (https://creativecommons.org/licenses/by-nc-nd/4.0/)