Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
Lori Sanchez; Ross Larsen
Call Number
ISBN 9798280760714
Abstract
Tennessee middle school math students have come to a critical juncture in their mathematics education. State test scores have shown a decrease over several years due to an increase in the rigor of the content being taught, a shortage of teachers and teacher assistants, and other mitigating factors faced within public education. The need for alternative solutions to combat these issues came in the form of online math intervention programs. This study explored the effectiveness of two of those programs: Khan Academy and Study Island. A quantitative causal-comparative study was conducted to determine each program’s significance, as well as the influence of teacher confidence in online programs and teacher motivation. Teacher questionnaires were gathered, and linear regression analysis was conducted on corresponding student TNReady data from 2022-2023 and 2023-2024 for each corresponding teacher. There was a total of 31 teachers that participated in the questionnaire and 720 students utilized for TNReady data analysis that were directly associated with the teacher participants. Non-random convenience sampling was used for this study due to the need for all teacher participants’ data for the study. The comparison of each program’s usage, when coupled with student and teacher demographic information, teacher confidence in online programs, and teacher motivation, found significance within certain aspects of online learning. The results of the study indicated that Khan Academy had a positive influence on student academic growth scores. Student socioeconomic status had a negative influence on student academic growth scores. All other student and teacher demographic information showed no statistically significant effect on student academic growth scores. The results of the study provided educators with insights and options into integrating online math intervention programs into their classrooms and current academic curricula.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Goodman, Joshua Brandon, "Effectiveness Of Online Math Interventions on Middle School Student Math Achievement" (2025). Student Theses and Dissertations. 1059.
https://arch.astate.edu/all-etd/1059
