Differences in mathematics achievement of low-achieving students in supplemental and regular integrated learning system programs at the middle school level

This study was conducted to identify the differences in mathematics achievement low-achieving sixth and seventh grade students in regular and supplemental integrated learning system (ILS) programs at the middle school level. Moreover, the differences in mathematics achievement between low-achieving male and female students were identified. This study also examined teacher and administrator perceptions of the ILS programs at the middle school level.;The students in this study were from one middle school in a small suburban school district located in northeastern Pennsylvania. The duration of the study was eight months. Sixty students were randomly selected from each grade level. Two groups of thirty students were formed in each grade. One randomly selected group in each grade received the supplemental ILS mathematics instruction (approximately 15 minutes per day) while the other group in each grade received the regular ILS mathematics instruction (approximately 50 minutes once every six days).;Sixth and seventh grade students' mathematics achievement was measured by the Stanford Achievement Test. Analysis of covariance (ANCOVA) was performed for each grade level for each dependent variable (Concepts of Number, Mathematics Computation, Mathematics Applications, and Total Mathematics).;No significant differences were found between the mathematics achievement of low-achieving sixth grade students in regular ILS and supplemental ILS mathematics instruction. Likewise, no significant differences were found between the mathematics achievement of low-achieving sixth grade male and female students.;However, significant differences were found between the mathematics achievement of low-achieving seventh grade students in regular ILS and those in supplemental ILS on Mathematics Applications and Total Mathematics. Students who received the regular ILS mathematics instruction outperformed students who received the supplemental ILS mathematics instruction. In addition, a significant difference was found for gender favoring females on Concepts of Number.;All teachers and administrators felt that there is a great need for the ILS in the mathematics education of low-achieving sixth and seventh grade middle school students and that the ILSs can increase the mathematics achievement of low-achieving sixth and seventh grade students. Concerns of teachers and administrators were that more staff development and training should be given and that student time on the ILS should be increased.