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BRADLEY DITTOMathematical Tutoring through an Online System
IntroductionGaming has become a part of everyday life+Innovation needed in the classroom =Introducing gaming into the curr...
Introduction Learning outcomes for online education areequal or superior to fact to face instruction Data suggests that ...
Research Questions Do students show growthin mathematicalperformance after usingthe Sumdog system? Are there limitations...
Methodology Pre/Post test Approval requested Instruction Consistent time acrossstudy participants 9 week duration Mi...
Limitations Population Size Small class size Varying cognitivecompetencies Little control ofoutside influences
T-test ANOVA To determine the effect ofSumdog on test scores aT-test was conducted. We use this test forcomparing the me...
F I R S T G R A D ES E C O N D G R A D EF O U R T H G R A D EResults
First Grade0%20%40%60%80%100%120%Pre-TestPost-Test
First Grade0%20%40%60%80%100%120%AxisTitlePre-TestPost-Test
Second Grade0%20%40%60%80%100%120%Second GradePre-TestPost-Test
Second Grade0%20%40%60%80%100%120%AxisTitleSecond GradePercentPercent2
Fourth Grade0%20%40%60%80%100%120%Pre-TestPost-Test
Fourth Grade0%20%40%60%80%100%120%AxisTitlePre-TestPost-Test
COMPARING THERELATIONSHIP OF MALE TOFEMALE DIFFERENCE IN GAINGender Analysis
Second Grade18.2516.920.8318.40510152025Girls BoysPre-Test Post-Test
First Grade32.87543.444.87546.805101520253035404550Girls BoysPre-Test Post-Test
Results010203040506070Pre PostMeanScoreExamFigure 1: Score (Mean ± SE) in Pre and Post ExaminationP < 0.001; 19.56 ± 2.2
F . R . M . O R F R E E A N D R E D U C E D M E A L SSocial Economic Results
First Grade28.2541.545454554346.9090909105101520253035404550F.R.M. Non-F.R.M.Pre-Test Post-Test
Second Grade10.6666666718.736842111720.157894740510152025F.R.M. Non-F.R.M.Pre-Test Post-Test
Results0510152025Female MaleScoreGenderFigure 2: Effect of Gender and Economic Status on Overall Score ChangeFRMNFRM
Overall Mean SES Overall Mean GenderResults051015202530FRM NFRMScoreGenderFigure 4: Effect of EconomicStatus on Mean Chang...
Discussion Sumdog WORKS! Few differences that may show if a bigger sample isused Students were more engaged Students s...
Future Research Looking further into the testing increases at differenttimes throughout the 9 week testing. Reviewing su...
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Sumdog powerpoint

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Sumdog powerpoint

  1. 1. BRADLEY DITTOMathematical Tutoring through an Online System
  2. 2. IntroductionGaming has become a part of everyday life+Innovation needed in the classroom =Introducing gaming into the curriculum for math
  3. 3. Introduction Learning outcomes for online education areequal or superior to fact to face instruction Data suggests that “educational computergames significantly promote motivationtoward learning”• (FENGFENG KE, 2008) Sumdog System is a learning engine
  4. 4. Research Questions Do students show growthin mathematicalperformance after usingthe Sumdog system? Are there limitations forstudents in areas ofdisabilities, gender,socioeconomic status? What are the benefits ofintegrating onlinetutoring into regularclassroom practice andlearning routines?
  5. 5. Methodology Pre/Post test Approval requested Instruction Consistent time acrossstudy participants 9 week duration Missed time provided Teacher monitoring The student time will bemonitored to assure focusand forward movement All students will have thesameinstructor/researcher
  6. 6. Limitations Population Size Small class size Varying cognitivecompetencies Little control ofoutside influences
  7. 7. T-test ANOVA To determine the effect ofSumdog on test scores aT-test was conducted. We use this test forcomparing the meansof two samples (ortreatments). The ANOVA was conductedto determine the fixedeffects of gender,socioeconomic status anddisability in the reaction ofthe scores. ANOVAs are useful incomparing (testing)three, or more means(groups or variables)for statisticalsignificance.Data Analysis
  8. 8. F I R S T G R A D ES E C O N D G R A D EF O U R T H G R A D EResults
  9. 9. First Grade0%20%40%60%80%100%120%Pre-TestPost-Test
  10. 10. First Grade0%20%40%60%80%100%120%AxisTitlePre-TestPost-Test
  11. 11. Second Grade0%20%40%60%80%100%120%Second GradePre-TestPost-Test
  12. 12. Second Grade0%20%40%60%80%100%120%AxisTitleSecond GradePercentPercent2
  13. 13. Fourth Grade0%20%40%60%80%100%120%Pre-TestPost-Test
  14. 14. Fourth Grade0%20%40%60%80%100%120%AxisTitlePre-TestPost-Test
  15. 15. COMPARING THERELATIONSHIP OF MALE TOFEMALE DIFFERENCE IN GAINGender Analysis
  16. 16. Second Grade18.2516.920.8318.40510152025Girls BoysPre-Test Post-Test
  17. 17. First Grade32.87543.444.87546.805101520253035404550Girls BoysPre-Test Post-Test
  18. 18. Results010203040506070Pre PostMeanScoreExamFigure 1: Score (Mean ± SE) in Pre and Post ExaminationP < 0.001; 19.56 ± 2.2
  19. 19. F . R . M . O R F R E E A N D R E D U C E D M E A L SSocial Economic Results
  20. 20. First Grade28.2541.545454554346.9090909105101520253035404550F.R.M. Non-F.R.M.Pre-Test Post-Test
  21. 21. Second Grade10.6666666718.736842111720.157894740510152025F.R.M. Non-F.R.M.Pre-Test Post-Test
  22. 22. Results0510152025Female MaleScoreGenderFigure 2: Effect of Gender and Economic Status on Overall Score ChangeFRMNFRM
  23. 23. Overall Mean SES Overall Mean GenderResults051015202530FRM NFRMScoreGenderFigure 4: Effect of EconomicStatus on Mean Change in Score051015202530Female MaleScoreGenderFigure 3: Effect of Gender onMean Change in Score
  24. 24. Discussion Sumdog WORKS! Few differences that may show if a bigger sample isused Students were more engaged Students showed excitement to learn
  25. 25. Future Research Looking further into the testing increases at differenttimes throughout the 9 week testing. Reviewing supplementary instruction outside of theonline tool Using this model for different levels of educationincluding middle, high school, and college.

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