Title of Study:  SimCalc Classroom Connectivity Project 2: Understanding Classroom Interactions Among Diverse, Connected Classroom Technologies – Overview of the Present findings of a 4-Year Study (2004-2008)

Title of Follow-up Report:  Scaling up SimCalc Project: Diffusion of a Research-based Innovation in Terms of Sustainability and Spread

Author(s): Stephen Hegedus, et al.

Summary:

This study compares the effectiveness of a 3-6 week intervention using SimCalc software and graphing calculators in a wireless classroom network to traditional texbook-based algebra instruction at the high school level.  The results are broken down by algebra subtopics and by gender.  The follow-up report analyses the results of a survey of teachers who participated in the study.

Sponsoring entity(s): University of Massachusetts Dartmouth

Date conducted: Experimental study published 2007, follow-up report published 2009

Location of the study: The results of the original study can be accessed through the Kaput Center website at: http://www.kaputcenter.umassd.edu/downloads/products/technical_reports/tr1_1.pdf.

The results of a follow-up survey of teachers after the conclusion of the original study can be found at: http://www.kaputcenter.umassd.edu/downloads/products/technical_reports/tr2_diffusion.pdf.

Setting(s) addressed:

* Classroom

Targeted population(s):

* High School

Primary sources of evidence used in the study or report:

* Pre- and post-intervention content tests

* Student pre- and post-intervention attitude survey

* Teacher interviews

* Interviews of selected students

* Field notes and video of classrooms

* Teacher follow-up survey

Primary Technology Application(s) Addressed:

* Instructional software

* Graphing calculators

* Wireless network

Major education topic(s) addressed:

* Math

Major findings/conclusions:

* Students participating in the SimCalc intervention had a greater increase in pre- to post-intervention test scores than students in the control group.

* Female students had lower pre-test scores than male students, and had a greater increase in scores under both experimental conditions.  The increase in female scores was higher using SimCalc and the male/female discrepancy was slightly less after the SimCalc intervention.

* There was little difference in student attitude toward math between the experimental and control groups.

* 48% of teachers continued to use SimCalc after the conclusion of the original study.

Practical implications of the findings:

* The increase in student achievement using the intervention technology for a relatively short time, and the slight decrease in the male/female gap in math achievement suggests a positive role for technology-enhanced instruction over the course of a school year.

Reviewer Comments:

* A quasi-experimental design was used, using seven classes in two districts.

* Teachers volunteered to participate in the study.  Volunteer teachers received professional development in the curriculum and technology to be used.  Control teachers received no professional development.

* The pre- and post-tests were compiled from released test questions taken from three state exams.  It is not known how well the questions were aligned to the algebra standards for the state in which the research study was done.

* The 3-6 week period of the intervention is relatively short.  There is no data to indicate whether the magnitude of the effectiveness of the intervention would be increased over an entire course.

Author(s): Stephen Hegedus, et al.

This study compares the effectiveness of a 3-6 week intervention using SimCalc software and graphing calculators in a wireless classroom network to traditional textbook-based algebra instruction at the high school level.  The results are broken down by algebra subtopics and by gender.  The follow-up report analyses the results of a survey of teachers who participated in the study.

Sponsoring entity(s): University of Massachusetts Dartmouth

Date conducted: Experimental study published 2007, follow-up report published 2009

Location of the study: The results of the original study can be accessed through the Kaput Center. The results of a follow-up survey of teachers after the conclusion of the original study can be found here.

• Classroom

• High School

• Pre- and post-intervention content tests
• Student pre- and post-intervention attitude survey
• Teacher interviews
• Interviews of selected students
• Field notes and video of classrooms
• Teacher follow-up survey

• Instructional software
• Graphing calculators
• Wireless network

• Math

• Students participating in the SimCalc intervention had a greater increase in pre- to post-intervention test scores than students in the control group.
  
  
  
• Female students had lower pre-test scores than male students, and had a greater increase in scores under both experimental conditions.  The increase in female scores was higher using SimCalc and the male/female discrepancy was slightly less after the SimCalc intervention.
  
  
  
• There was little difference in student attitude toward math between the experimental and control groups.
  
  
  
• 48% of teachers continued to use SimCalc after the conclusion of the original study.

• The increase in student achievement using the intervention technology for a relatively short time, and the slight decrease in the male/female gap in math achievement suggests a positive role for technology-enhanced instruction over the course of a school year.

• A quasi-experimental design was used, using seven classes in two districts. 
  
  
  
• Teachers volunteered to participate in the study.  Volunteer teachers received professional development in the curriculum and technology to be used.  Control teachers received no professional development.
  
  
  
• The pre- and post-tests were compiled from released test questions taken from three state exams.  It is not known how well the questions were aligned to the algebra standards for the state in which the research study was done.
  
  
  
• The 3-6 week period of the intervention is relatively short.  There is no data to indicate whether the magnitude of the effectiveness of the intervention would be increased over an entire course.