The Direct and Indirect Effects of Computer Uses on Student Success in Math

To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling SEM to Trends in International Mathematics and Science Study TIMSS USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.restrictio

Outcomes of a School-Wide Mathematics Intervention

In response to studentsâ poor algebra achievement, Midtown High School, a pseudonym, implemented a school-wide math intervention and enrichment program during the 2014-2015 school year. The purpose of this mixed-methods study was to assess the influence of the intervention on Algebra I and Algebra II end-of-course (EOC) exam achievement scores as well as explore math teachersâ perspectives of the intervention program. The theoretical foundation was constructivism. A consensus sample using archival data from all 419 high school students taking Algebra before the intervention 2013-2014 and after the intervention 2014-2015 and 2015-2016 were used with teacher interviews for triangulation. ANOVA results indicated a significant difference between the treatment and comparison groups, F(1,403) = 12.91, p = .00. As related to Algebra I, the intervention group performed significantly lower than the comparison group (M = 40.99 and M = 52.26, respectively). There were no significant differences found for Algebra II EOC scores for either the 2014-2015 or 2015-2016 school years. Qualitatively, the most notable theme was inadequate implementation fidelity of the intervention program, which helped explain the lower Algebra I performance of the treatment group. Based on these results, a policy recommendation was developed for the school to create and implement a systematic process for measuring academic intervention implementation fidelity, to include creating a leadership team and the introduction of a systematic process for improving measurement fidelity. Following policy recommendations could lead to social change by improving high school mathematics achievement, thereby improving high school graduation rates and increasing postsecondary opportunities