The effects of linking classroom instruction in mathematics to a prescriptive delivery of lessons on an integrated learning system



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Texas Tech University


The goal of this research was to investigate the effects of using a prescriptive alignment of integrated learning systems with classroom instruction to improve mathematics achievement. While previous research has shown that an integrated learning system can be an effective learning tool, research primarily focused on using the integrated learning system to deliver individualized instruction. This study attempted to try a new approach to linking the delivery of computer instruction to the classroom curriculum.

This study focused on mathematics achievement at the fourth grade level to determine if time on task, the percent of correct lesson responses, the number of lessons completed, and level of achievement were significant factors when implementing a prescriptive approach to improve learning. The results of this study suggest that using a prescriptive approach with an integrated learning system may not be effective. Due to limitations in the study, further research is warranted