Effects of IXL on Student Achievement in the High School Classroom Essay Example
Classrooms with rows of desks filled with students vigorously writing notes from a lecture are not the classrooms of the 21st century. Teachers are viewing technology as an integral part of their instruction as they strategically plan to implement digital applications, content, and resources to deepen student understanding (Van de Walle, Karp, and Bay-Williams, 2013).
This raises to question the effectiveness of digital practice medium programs versus the traditional mediums of pencil and paper. Mastery and fluency in mathematics occurs when students practice, and then repeat the practice, also known as drill. Repeated practice creates opportunities for students to ask questions, make corrections, and correct misconceptions resulting in a greater understanding of mathematical concepts (Morgan, Fakas,
...& Maczuga, 2015).
As technology continues to evolve, districts invest more into technology and software programs that provide a digital medium for repeated practice to replace traditional practice methods (Lim et al, 2013). According to Kiger, Herro, and Prunty (2012), utilizing “business as usual” curriculum with a mobile device is a cost-effective method to improve student achievement (p. 76).
IXL is an online platform that provides teachers the ability to integrate practice using technology into their instruction (IXL, 2018). If utilized in the classroom, how does IXL practice affect student achievement in the high school mathematics classroom? Understanding how technology affects student achievement requires exploring the aspects of the implementation of technology. Student engagement
motivation, feedback, and the individualizing of curriculum are four areas with significant effect on the success of technology implementation in the high school mathematics classroom.
Student Engagement
Student Engagement occurs as a result of motivation. According to Attard (2013), “Engagement is linked to the individual’s relationship with school, curriculum, and pedagogy” (p. 570). A 2015 study conducted by Perry and Steck reported that the use of technology in the classroom resulted in higher rates of engagement.
Another study by Liu, Chou, Lin, and Yang (2006) reported not only an increase in student engagement, but also a decrease in mathematical errors by 75%. This confirms that student interaction with technology in the classroom not only increases student engagement, but through decreased idle time and continued focus on the subject matter, students are able to demonstrate higher levels of task completion.
Franklin (2011) discovered that learning occurs through intellectual engagement and interaction with the context of the learning outcomes (p. 264). According to Haydon et al (2012), high school students who practices mathematical skills on iPads compared to students who practiced mathematical skills on worksheets demonstrated higher levels of proficiency in less time revealing how student achievement increased with engagement through the use of technology.
It should also be understood that with engagement in technology there also comes a sense of novelty. When technology is first introduced in
the classroom, engagement may increase, but with prolonged exposure and repeated use, engagement may decrease. Perry and Steck (2015) also point out that with increased engagement, using technology as a medium, also comes increased concerns with behavioral issues. Students must be monitored to insure they are not focused on non-academic activities that provide a false sense of engagement.
Motivation
The use of technology in the classroom excites students when incorporated into daily lessons. The 21st century student thrives when asked to demonstrate his or her knowledge with technology. According to Rush (2012), “Technology is of high interest and the incorporation of technology in the classroom increases motivation (p. 11). Motivation, as defined by Brophy (2002), is a “theoretical concept used to explain the initiation, direction, intensity, persistence, and quality of behavior, especially goal-oriented behavior” (p. 3). The incorporation of technology in the classroom leads to excitement and results in motivated students who are willing to complete tasks (Rush, 2012).
Many students find the traditional methods of practice, such as writing with pencil and paper, boring and disheartening. Incorporating practice through technology sparks student interest. The U.S. Department of Education conducted a study and in 1995 to determine the effects of technology in the classroom. According to the study, the most common effect of technology in the classroom was an increase in motivation (U.S. Department of Education, 1995). While technology is a motivating tool that provides a new medium for
red frequency--match check-text__match--highlight" data-match-index-1="0">students to practice mathematical skills, there also negative implications. According to Kuiper and de Parter-Sneep (2014), many students put forth less effort when practicing skills using software because it is “less real” than practicing using the curriculum in the textbook (p. 232). In these cases, students were not comfortable with the technology and did not understand the reasons for practicing with technology. Using technology as a tool and changing this mindset could lead to higher student motivation. In most high school classrooms feedback is provided after students complete formative assessments such as homework, exit tickets, and quizzes. These traditional methods require the teacher to collect the assignments and review each student’s answers. In the meantime, students are busy working on similar problems oblivious of their mistakes. The use of technology in the classroom provides an opportunity for students receive targeted, specific, and timely feedback as soon as they complete a task. According to a study by Hegedus, Dalton, and Tapper (2015) students who utilized the technology based curriculum SimCalc, the feedback received from the software resulted in an increased improvement in teacher-student interactions and student engagement. According to Goodwin and Miller (2012), feedback is one of the highest of pedagogical practices that provides support for student engagement, motivation, andFeedback
perseverance.
While the use of technology can provide instant feedback, it can also been viewed as impersonal or of little value by students. Providing more feedback is not the best answer when the students do not understand how to receive and process the information. The nature and timing of the feedback must also be considered (Hattie & Timperley, 2007). Students may need instruction from teachers on how to process the feedback as useful information that will benefit in correcting errors and misconceptions.
Individualizing Curriculum
Meeting students where they are academically on an individualized basis is becoming a more common practice in high school classrooms. Students are unique individuals who learn through multiple modalities using different multiple-intelligences. Technology is a tool that provides opportunities for individualized approaches for instruction.
A 2012 study by Duhon, House, and Stinnett revealed the unique advantage of providing individualized instruction to the whole classroom. When technologically supported instruction is delivered on an individual basis, students are working on tasks that are catered to their abilities, which leads to academic progress.
This differentiation of instruction is tailored to the student’s unique learning path. The downside to utilizing technology to individualize instruction is the limitations that are presented by a predetermined amount of questions. Kuiper and de Pater-Sneep (2015) suggests that technology needs have flexibility to adapt based on student responses and ability. This issues must be taken into account
when choosing to implement technology as a medium to practice in the mathematics classroom in order to increase student achievement.
Analysis
Successful implementation of technology as a medium of practice compared to traditional practice in the mathematics classroom may lead to higher levels of student achievement. When utilized correctly technology can increase student engagement, foster motivation, provide feedback, and individualize instruction which are all aspects of technology that lead to higher student achievement (Franklin, 2011; Goodwin & Miller, 2012; Rush, 2012).
While traditional practice methods are effective for some students, the flexibility in differentiation, higher levels of engagement, and increased motivation through the use of technology based practice has greater benefits for the majority of students. The willingness of students to focus and complete tasks and students’ responses to immediate feedback lead to a demonstration of increased learning through the use of technology (Corbett, 2015; Haydon et al, 2012; U.S. Department of Education, 1995). The increase trend of the one-to-one school environment requires additional research, however, current research supports the effectiveness of technology based on teacher experience, available software, and cost-effective devices.
The increased use of technology creates the need to consider the increased behavior concerns that come with increased student engagement (Perry & Steck, 2015; Kuiper & de Pater-Sneep, 2014). Students may become bored with prolonged exposure or
a lack of understanding for the need of the technology. It is important for teachers to be aware and prepared to confront these negative aspects of technology for implementation to remain successful.
Conclusions
Learning mathematics at the high school level is difficult for many students, however, mastery of skills at this level are critical for students to progress to the next level. If students fail to master key components of one topic, then they are hindered from fully understanding topics that follow. Student engagement is required for students to successfully learn mathematics. It is necessary for teachers to utilize methods that foster student engagement and motivate students to a deeper level of understanding.
One of the strategies to promote this process is the implementation of technology in the curriculum. Technology is an instructional tool that not only promotes student engagement and motivation, but also provides feedback and flexibility in differentiation. Using technology at this level not only has positive lasting effects in the classroom, but helps students learn at a higher-level that can be beneficial in the future.
References
- Attard, C. (2013). 'If I had to pick any subject, it wouldn't be maths': Foundations for engagement with mathematics during the middle years.Mathematics Education Research Journal, 25(4), 569-587. Retrieved from http://cupdx.idm.oclc.org/login?url=https://search-proquest-com.cupdx.idm.oclc.org/docview/1651855074?accountid=10248
- Duhon, G. J., House, S. H., & Stinnett, T. A. (2012). Evaluating the generalization of
math fact fluency gains across paper and computer performance modalities. Journal of School Psychology, 50(3), 335-345. Retrieved from http://cupdx.idm.oclc.org/login?url=https://search-proquest-com.cupdx.idm.oclc.org/docview/1023531600?accountid=10248
for Hard of Hearing Students with Wireless Technology-Enhanced Classrooms. American Annals of the Deaf, 151(3), 345-355.
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