This research study examined the effectiveness of the I-Learn math computer-based instruction (CBI) program for 6th grade remedial math students. An experimental group used the I-Learn program while a control group received traditional instruction. Both groups took benchmark assessments aligned to state standards. Results showed significant growth on the I-Learn benchmarks for the experimental group and no significant difference between the groups' scores on common benchmarks, indicating the I-Learn program was effective. However, limitations included a lack of comparisons between the full groups.

2. “Since the early 1960s, educational technologists have been developing computer-based
instruction (CBI) programs to drill, tutor, and test students and manage instructional
programs” (Kulik & Kulik, 1999).
The I-Learn Math program claims to be effective, engaging,
flexible for teachers, and shows students are increasing in math
knowledge.
This research study looks at effectiveness for standardized testing.
INTRODUCTION

3. One program, I CAN Learn Pre-Algebra and Algebra, has been shown to be statistically significant in producing
math achievement in several state tests, Louisiana Educational Assessment Program (LEAP), Florida
Comprehensive Assessment Test (FCAT), California Standards Test, and Georgia Criterion Referenced Test
(CRCT) (Kirby, 2006)
Purpose: To determine the effectiveness of using the I-Learn math CBI for
6th grade remedial math students.
• Primary Question: Does the I-Learn math CBI program have a positive
effect on students in remediation for 6th grade math?
RESEARCH STUDY PURPOSE

4. Experimental Group (EG)
 Placed in math remediation
due to non-performance
 Failing/poor scores on CRCT
 Used I-Learn Math CBI
 I-Know & GOAS
benchmarks
Control Group (CG)
 Similar characteristics of EG
students
 CRCT scores slightly below
average to average.
 No access to the I-Learn Math
program
 GOAS benchmarks only
METHODOLOGY
This research was a quantitative study using a quasi-experimental design where participants will be
in intact groups (Creswell, 2012).

5. Data Collection
Instruments:
 I-Know benchmarks (3) for EG to determine CBI
effectiveness
 GOAS school-wide benchmarks (3) for both EG and CG
 Both data bases aligned to Common Core Georgia
Performance Standards (CCGPS).
 Previous years CRCT results for group comparisons
DATA COLLECTION & ANALYSIS

6. Data Analysis
Four Events:
1. CRCT group comparisons (Descriptive Analysis),
2. I-Know benchmarks for CBI effectiveness of EG (ANOVA),
3. GOAS benchmarks for CG and EG learning effectiveness
(ANOVA),
4. CG and EG performance comparison for each benchmark (T-
Tests).
DATA COLLECTION & ANALYSIS

7. FINDINGS
EVENT 1 DESCRIPTIVE ANALYSIS
E X P E R I M E N T A L G R O U P 2 0 1 4 C R C T
R E S U L T S
C O N T R O L G R O U P 2 0 1 4 C R C T
R E S U L T S

8. FINDINGS
Event 2: I-Know Benchmarks ANOVA Results

9. FINDINGS
Event 3: GOAS Control Group Benchmarks ANOVA Results

10. FINDINGS
Event 3: GOAS Experimental Group Benchmarks ANOVA Results

11. FINDINGS
Event 4: t-Tests Results GOAS Benchmark #3

12. FINDINGS
Conclusions
The hypothesis is supported and summarized as follows:
 No 25 point score differential between groups
 Significant growth on I-Know benchmark for EG
 Significant growth on GOAS benchmark for EG and CG
 T-Tests show no significant difference between CG and EG benchmark
scores indicating effectiveness for the I-Learn math program.

13. LIMITATIONS AND RECOMMENDATIONS
Limitations
The following limitations are noted for this study:
 No I-Know benchmark comparisons between EG and CG
 No Georgia Milestone Results available for the study
 CG students were not all in same class or with same teacher
 Cannot determine CG teachers effectiveness (three different
teachers)
 Cannot determine impact of other CBI used in CG

14. LIMITATIONS AND RECOMMENDATIONS
Recommendations
The following recommendations are noted for future studies:
 Administer I-Know math benchmarks to CG for group
comparisons
 Use Georgia Milestone Test format for GOAS benchmarks
 Ensure CG students are in same class or all with same teacher
 Monitor use of other CBI to CG students
 Compare effectiveness of I-Learn Math program within the
district