| The purpose of this study is to determine whether there is a statistically significant difference between pre-test and post-test achievement scores when Compass Learning's Odyssey MathRTM is used together with Carnegie Learning's Math Cognitive TutorRTM in a mathematics intervention program at ABC Middle School. The mathematics intervention program took place for one school year and was available to struggling mathematics students. Students were identified using diagnostic testing and teacher recommendation. The quasi-experimental study investigated the impact of the mathematics intervention program on the school population. The mathematics intervention program served as the independent variable. The mathematics Delaware Comprehensive Assessment System (DCAS) served as the dependent variable. Statistical testing included frequency tables, sample means, and paired samples t-test. The results revealed statistically significant increases in mathematics performance for subgroups of the student population. |
