The Effects of a Web-Based Mathematics Program on Student Achievement

The purpose of this study was to investigate the impact of a Web-based mathematics program, Education Program for Gifted Youth (EPGY) Stanford Math, on mathematics achievement of fourth- through eighth-grade students in a metropolitan school district. Few studies have researched a Web-based mathematics program that provides an individualized, self-paced experience in mathematics. This study focused on the use of a Web-based mathematics program for fourth- through eighth-grade students who participated in the program and were assessed in mathematics on the Tennessee Comprehensive Assessment Program (TCAP). Specifically, the research questions for this study were as follows: (1) Are there significant gains in TCAP Mathematics scores between fourth- through eighth-grade students in a school district who participated in TCAP Mathematics and who used the EPGY Stanford Math Program during the academic school years 2009-2010 and 2010-2011? (2) What is the relationship between demographic variables (ethnicity, gender, and SES/Free Reduced Lunch eligibility) of fourth- through eighth-grade students who participated in the TCAP Mathematics in a school district and the TCAP Mathematics gains for the 2010-2011 academic school year? (3) What is the relationship between total time spent during those entire academic school years on the EPGY Stanford Math Program of fourth- through eighth-grade students who participated in TCAP Mathematics in their respective grade levels on TCAP in a school district and their TCAP Mathematics gains for the academic school years 2009-2010 and 2010-2011? (4) What is the relationship between the total time engaged for the entire school on the EPGY Stanford Math program and the percent of items answered correctly as measured by EPGY Stanford Math for fourth- through eighth-grade students in a school district for the academic school years 2009-2010 and 2010-2011? The sample consisted of over 25,000 students in a metropolitan school district. An ANOVA was used to analyze the data. There were significant gains made in TCAP Mathematics scores of fourth-through eighth-grade students who used the EPGY Stanford Math Program. A multiple correlation revealed that there was a significant relationship between demographic variables and the TCAP Mathematics gains. However, there were weak relationships between the total time spent on the program and TCAP Mathematics gains and also the total time engaged on the program and the percent of items answered correctly. Further implications of the results are discussed.