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

• 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
• ISSN: 1539-1523; 1945-0818
• DOI: 10.1080/15391523.2005.10782442

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.