• The impact of “Clickers” on student achievement in second grade math class.

      Alrouqi, Fawaz (2015)
      This thesis sought to answer the question: Does using personal response systems, or "clickers", improve the achievement of second grade students in addition and subtraction facts as measured by their performance on chapter tests? The research was carried out in a school in Makkah, Saudi Arabia, where participants in the study were second grade students and their math teacher. There were two sections of second grade students with a total of 20 student participants, with ten student participants from each section of the class. The technology was introduced and used during instruction centered on addition and subtraction. Students in both sections were given a pretest and post-test consisting of three questions on subtraction and addition, comprising of single, double and triple digit numbers. The data collection period was during the second half of May 2014. Weekly continuous assessments or diagnostic exercises were also conducted. A survey questionnaire was conducted after the instruction and the use of the clickers in order to examine the students’ experience of using clickers. The responses of the students were collected from the class using the clickers. The test results showed the scores in both classes were similar in post and pretests (26 correct answers), compared to 23 and 24 correct answers without the clickers, thus showing a slight advantage with the use of clickers.
    • Retangular fraction models.

      Kibler, Rachael H. (2015)
      The purpose of this mixed methods study was to explore how implementation of a new, researcher-developed simple improvised manipulative (SIM) impacted 5th graders in an urban, Common Core-aligned classroom. The Rectangular Fraction Model, a SIM created with two overlapping pieces of transparent plastic, was tested through performance of this experiment. This research sought to answer the following two central questions: How does implementation of a SIM, the Rectangular Fraction Model, impact 5th grade students’ math achievement in a mathematics class at an urban Chautauqua County elementary school in Western New York? How does use of a concrete representation affect students’ conceptual understanding of abstract material as taught through the Common-Core aligned EngageNY curriculum? The researcher was interested in two areas of possible impact on student learning; student achievement measured by a formal assessment and student understanding of abstract materials evaluated through use of an interview and questionnaire. Twelve students participated in the study; they were placed in heterogeneous control and experimental groups. The results indicate that although students in the experimental group scored better on the post test and appeared to have a better understanding of the concept taught, the difference between the control and the experimental group was not statistically significant. Thus, the use of SIM is not more effective than the traditional teaching approach. However, student responses indicate an interest in using this type of intervention material, and further research should be conducted on the impact of SIM in the mathematics classroom.