Cognitive tutoring and assessment systems and mathematics achievement: a quantitative study of the Summit Learning Platform
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The purpose of this study was to determine if the Summit Learning Platform, a type of Intelligent Tutoring System, has a positive association with mathematics achievement of high school students in grades nine through eleven. The study was conducted in a Midwest suburban school district among three high schools within the same district. Further, a quasi-experimental research design was used with a sample size of 2000 students in the control group and 450 students in the treatment group. Data were compiled from the 2018-2019 school year and applied a combination of t-tests and analysis of variance (ANOVA) to compare the mean scores of the two groups. As comparison points, the Northwest Evaluation Association (NWEA), pre-ACT, and ACT were used in this Midwest district as measures among all students. The results demonstrated that students using the Summit Learning Platform showed significant gains when using their pre-test and post-test scores, but there was not statistical significance when analyzing the measures between the control and treatment groups. As more school districts utilize technological tools in far-reaching efforts to raise achievement levels in math, the intent of the study was to demonstrate potential benefits of the Summit Learning Platform for districts across the nation.
Table of Contents
Introduction -- Review of literature -- Methodology -- Results of analyses and conclusions -- Discussion
Ed.D. (Doctor of Education)