The Influence of an Online Adaptive Program on Students’ Math Attitude and Math Achievement as Measured through i-Ready Diagnostic Test Scores
DOI:
https://doi.org/10.46328/ijemst.5178Keywords:
i-Ready, Math intervention, Math attitudeAbstract
The purpose of this study was to determine if the use of the i-Ready program with a group of eighth grade students, who most were behind on average four years in math, influenced their math achievement and their math attitudes. The i-Ready program is an online adaptive program which school districts are purchasing and are requiring teachers to implement in their classrooms. The program suggests a minimum of 45 minutes per week is spent on students working on two personalized lessons as determined from their diagnostic assessment results. The i-Ready program was implemented in the three math classes for an entire school year: Honors, Sheltered, and Regular. Students completed the diagnostics at the beginning (BOY), middle (MOY), and end (EOY) of the school year, as well as completed a math attitude survey at the beginning and end of the school year, to see if there was an influence of the use of i-Ready towards their math attitudes. A paired sample t-test revealed only participants in the Honors class had a significant difference in i-Ready Diagnostic scores, BOY to EOY. A paired sample t-test revealed no significant difference among students’ pre- and post- math attitude survey responses.
References
Ortega, S. (2025). The influence of an online adaptive program on students’ math attitude and math achievement as measured through i-Ready Diagnostic Test scores. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(6), 1399-1415. https://doi.org/10.46328/ijemst.5178
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