Effects of an Online Instructional Application on Reading And Mathematics Standardized Test Scores

Standardized tests have become commonly used tools for accountability in public education in the United States. In Florida, the Florida Comprehensive Assessment Test (FCAT) is used to measure student achievement on grade-specific standards and benchmarks. Various agencies have developed computer-bas...

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Bibliographic Details
Published in:Journal of research on technology in education 2005-01, Vol.37 (4), p.349-360
Main Authors: Martindale, Trey, Pearson, Carolyn, Curda, L. K., Pilcher, Janet
Format: Article
Language:English
Subjects:
Academic Achievement
Accountability
Achievement tests
Benchmarks
Computer & video games
Computer Assisted Instruction
computer-based instruction
Curricula
Distance learning
Education
Educational Change
Educational objectives
Educational software
Educational Technology
Elementary School Students
Elementary schools
England (Reading)
Feedback
Florida
Florida Comprehensive Assessment Test
Grade 10
Hierarchical Analysis
High School Students
high-stakes standardized testing
Impact analysis
Instructional design
Mathematics
Mathematics education
Mathematics Tests
Online instruction
Online tutorials
Public schools
Reading
Reading Tests
School boards
School dropouts
Scores
Software
software evaluation
Standardized Tests
Students
Teaching Methods
United States
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Summary:Standardized tests have become commonly used tools for accountability in public education in the United States. In Florida, the Florida Comprehensive Assessment Test (FCAT) is used to measure student achievement on grade-specific standards and benchmarks. Various agencies have developed computer-based and web-based software applications to improve student performance on these tests. The purpose of this study was to examine the impact of one such application, FCAT Explorer, on student FCAT scores. We used hierarchical analysis of variance and analysis of covariance to compare scores for schools that used FCAT Explorer, and schools that did not. We examined fourth, fifth, eighth, and tenth grade FCAT reading and mathematics scores for selected elementary schools and high schools. Student scores from elementary schools using FCAT Explorer were significantly higher than scores from elementary schools that did not use FCAT Explorer. At the high school level, we found no significant differences in scores between schools that used FCAT Explorer and schools that did not use the application.
ISSN:1539-1523
1945-0818
DOI:10.1080/15391523.2005.10782442