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The
Research-Based Foundation of Get Ahead Math
Get
Ahead Math is a discrete educational software (DES). This category
of educational technology includes integrated learning systems,
computer-assisted instruction (CAI), and computer-based instruction
(CBI) that teachers have used for more than 20 years in classrooms,
as well as a host of new software programs designed to teach students
core subjects such as reading and mathematics. Research syntheses
that have examined the effectiveness of earlier versions of DES
programs have found a positive association between software use
and student achievement (e.g., Kulik & Kulik, 1991: Kulik, 1994;
Fletcher-Flinn & Gravatt, 1995; Ryan, 1991). In addition, a
series of meta-analyses (statistical syntheses of results from a
range of studies conducted over several years) have been performed
since the late 1980s to examine the association between computer-assisted
instruction and achievement (e.g., Kulik, Kulik, & Bangert-Drowns,
1984; Niemiec & Walberg, 1985; Kulik & Kulik, 1991; Kulik,
1994). Nearly all of these studies concluded that discrete educational
software was as effective as other educational interventions widely
believed to be effective, including reducing class size and providing
feedback to students on their performance to improve achievement.
The typology
of DES, as derived from Foshay (2000), emphasizes four primary uses
for software: To introduce new material, to supplement regular classroom
instruction, to supplant or replace direct instruction, and to make
new learning opportunities available to students through the unique
affordances of the software. Get Ahead Math covers these
primary uses. New material is introduced through the video tutorials
and step-by-step examples that allow students to grasp material
at their own pace. Aligned to state standards, the software can
be used to review and reinforce content presented in the classroom.
Through direct instruction, practice, and assessment, Get Ahead
Math can be used to supplant regular classroom instruction.
Finally, Get Ahead Math employs a system of immediate feedback
and positive rewards that provides students with a personal and
unique learning opportunity.
The
Get Ahead 4-Step Learning Process
Get Ahead
Math is designed to be an effective tool to increase student
achievement because the software is based on the sequential steps
of the learning cycle to ensure that students understand key math
concepts. Cognitive psychologists have confirmed that there are
three basic modalities to process information into memory: visual
(learning by seeing), auditory (learning by hearing), and kinesthetic
(learning by doing).
The Get Ahead
4-Step Learning Method covers the three learning modalities to ensure
that the most effective learning takes place. Students learn the
concepts by (1) watching video tutorials (learning by seeing/hearing),
(2) working through step-by-step examples (learning by seeing),
(3) practicing on the worksheets (learning by doing), and (4) testing
their skill by taking assessment quizzes and tests. Thus, The Get
Ahead 4-Step Learning Method provides students with the necessary
instruction and practice to master the foundation skills required
for each student in grades 3-8.
Works
Cited
Fletcher-Flinn,
C.M. & Gravatt, B. (1995). The efficacy of computer assisted
instruction(CAI): A meta-analysis. Journal of Educational Computing
Research 219-241.
Forshay Rob
(2000). Instructional Models: Four ways to integrate PLATO into
the
curriculum (Technical Paper No. 6) Edina, MN: TRO Learning, Inc.
Kulik, J.A.
(1994). Meta-analytic studies of findings on computer based instruction.
In
E. Baker & H. O’Neil (Eds.), Technology Assessment in
Education and Training. Hillsdale, NJ: Erlbaum.
Kulik, C.C.,
& Kulik, J.A. (1991). Effectiveness of computer-based instruction:
An
updated analysis. Computers in Human Behavior, 7, 75-94.
Kulik, C., Kulik,
J., & Bangert-Drowns, R.L. (1984). Effects of computer based
education on secondary school pupils. Paper presented at the annual
meeting of the American Educational Research Association, New Orleans.
Niemiec. R.P.,
Walberg, H.J. (1985). Computers and achievement in the elementary
schools. Journal of Educational Computing Research, 1(4), 435-440.
Ryan, A. (1991).
Meta-analysis of achievement effects of microcomputer applications
in
elementary schools. Educational Administration Quarterly, 27(2),
161-184.
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