Making the cut: the impact of an integrated learning system on low achieving middle school students

Abstract

Research in integrated learning systems has demonstrated a need for rigorous studies that identify how such systems influence learning, and in particular that of low achieving students. No Child Left Behind legislation mandated evidence-based interventions as the standard for instructional approaches in American public schools. This quasi-experimental study investigated the impact of Merit literacy software on students in West Virginia. The study confirmed that the software supported the reading and language arts curriculum and significantly improved the scores of low achieving middle school students on three variables of the WESTEST, a criterion-referenced state test: reading and language arts, science, and social science. This integrated learning system was effective with rural and urban school populations.

Effects of an intelligent web‐based English instruction system on students' academic performance

“…O'Byrne, Securro, Jones, and Cadle () used a quasi‐experimental study to investigate the impact of the literacy software ‘Merit’ on students in West Virginia. The collected data from one rural school and one urban school demonstrated that the software supported the reading and language arts curriculum and significantly improved the scores of low‐achieving middle school students on three variables of the WESTEST, a criterion‐referenced state test: reading and language arts, science, and social science.…”

Terminology Entries (Alphabetical Presentation)

“…Instructional strategies commonly include guided feedback and practice (Wood et al, 1999), and repetition and rehearsal of content (O'Byrne, Securro, Jones, & Cadle, 2006). More sophisticated systems offer simulation (Kulik, 2003), multiple completion paths, and some opportunities for problem solving and decision-making (O'Byrne et al, 2006). Online (and of fl ine) supplementary material such as workbooks, manipulatives, third-party courseware, and "tool" software (word processing, database packages, etc.)…”

“…Delivery of the ILS courseware content is computer-based, primarily utilizing drill-and-practice or tutorial approaches that are built on a foundation of behaviorist learning theory (Becker & Hativa, 1994;Wood, Underwood & Avis, 1999). Instructional strategies commonly include guided feedback and practice (Wood et al, 1999), and repetition and rehearsal of content (O'Byrne, Securro, Jones, & Cadle, 2006). More sophisticated systems offer simulation (Kulik, 2003), multiple completion paths, and some opportunities for problem solving and decision-making (O'Byrne et al, 2006).…”

“…are often available via the ILS (Brush, 1998;Mills, 1994). Student assessment within the ILS is also computer-based, and measures achievement against set criteria that can be evaluated by a computer (O'Byrne et al, 2006). The "traditional" nature of the assessment tends to limit the model used to characterize learner knowledge.…”

“…In many systems, students can retry until mastery is reached and they can control the amount and kinds of help they want. Exercises with different examples can be generated to enhance practice (O'Byrne et al, 2006).…”