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The educational impact of the project was remarkable. Students at both schools showed a significant improvement in knowledge of ratios and proportions – at Hogg, for example, the test group’s average improvement from the pretest to the posttest was 67%, while the control group only improved 6%. Moreover, the TAKS passing rate for the test group – which was initially of equal mathematical achievement with the control group – exceeded the control group’s by 20%. This effectively brought the passing rate up to within 1% of the average passing rate for white students in the state, 84%. In other words, only one semester of instructional intervention closed the achievement gap between the predominantly Hispanic students of Hogg and the average white student in the state of Texas. In addition, as measured by the pre- and posttest, an initial gap of 10% between boys and girls had been reduced to less than 1% by the end of the project.
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Hogg
Experimental
Group |
Hogg
Control
Group |
CGI
Experimental
Group |
| RM pretest score, average |
8.6 |
7.1 |
13.2 |
| RM posttest score, average |
14.4 |
7.5 |
19.7 |
| Percent increase in RM test score, average |
67% |
6% |
49% |
| TAAS-2002 score (% correct), average |
86% |
87% |
-- |
| TAKS-2003 score (% correct), average |
63% |
52% |
91% |
| Percent by which the experimental group outperformed the control group |
20% |
-- |
| TAKS-2003 Objective #2, number of correct problems out of 10 |
6.6 |
4.9 |
-- |
| Percent by which the experimental group outperformed the control group |
35% |
-- |
| TAKS-2003 passing rate |
83% |
69% |
100% |
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Student attitudes towards every learning mode and towards the system in general were very positive.
- The overriding majority of students at both schools indicated that they liked the program
- Most students at Hogg indicated that they would prefer learning in the system to their regular math classes.
- At both schools, almost all students that had spent significant time in the system reported that they learned at least as much from the system as from their regular classes, and the vast majority reported that in fact they learned more.
- Overall, the students at both schools reported an improvement in their attitude towards math in general as a result of their participation in the project.
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Hogg Experimental Group |
CGI Experimental Group |
| Percent of students that liked the program |
80% |
82% |
| Percent of students that indicated that after taking the RM class they like math more than before |
57% |
33% |
| Percent of students that indicated they learned more math on the RM website than in their regular math class |
70% |
73% |
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RM believes that the pilot project “A Web-Based Environment for Learning Math” was successful in meeting all of its goals. Moreover, the information gained about Internet learning and the learning process in general will be invaluable to RM’s future projects. |
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