“ALGEBRA ALERT”
Dr. Rosann P. Sidener, Principal
Ms. Richelle Thomas, Vice-Principal
Ms. Rennina Turner, Teacher Leader
Booker T. Washington Senior High School
Superintendent’s Urban Principal Initiative (SUPI)
2005-2006
1
Abstract of the Study
As a result of the high failure rate of students in
Algebra I, it was determined that a new
instructional approach was needed. Carnegie
Learning’s Cognitive Tutor (CT), which included
a weekly computer component along with the
Cognitive Tutor text was utilized by all Algebra I
teachers.
2
Introduction/Background
Booker T. Washington Sr. High serves approximately
1450 students of which 78.2% are economically
disadvantaged; 10.1% are Limited English Proficient
(LEP) students; and 18.2% makes up our Exceptional
Students Education program. We were concerned
about the high failure rate in Algebra I where over 60%
of ninth grade students repeat Algebra I as well as
student apathy teachers report in the classroom. We set
out to change the approach to instruction. For the last
nine weeks of school our Algebra I teachers used
Carnegie Learning’s Algebra I Cognitive Tutor. Algebra
I classes used Cognitive Tutor textbooks and were
scheduled into a computer lab once a week to work on
the Cognitive Tutor’s Algebra I software.
3
Research Question
Will the use of Cognitive Tutor decrease the
failure rate of high school students enrolled in
Algebra I?
What will positively impact students’ attitudes
related to Algebra I?
4
Literature Review
Carnegie Learning's Cognitive Tutors were developed at
Carnegie Mellon University as part of a research project by
world-renowned cognitive scientists who were testing a
theory of how people learn. Research has shown that
students using the Cognitive Tutor Algebra I program:
– Demonstrate an 85% better performance on assessments of
complex mathematical problem solving and thinking
– Have a 70% greater likelihood of completing subsequent
Geometry and Algebra II courses
– Achieve 15-25% better scores on the SAT
– Experience equivalent results for both minority and nonminority students
5
Literature Review Cont.
During the 2002-03 school year, the Miami-Dade County Public
Schools district commissioned an independent research study by
the Reliability Group to examine the effectiveness of Cognitive
Tutor versus conventional curricula. The study compared FCAT
performance for 6,395 students in 10 high schools, including 770
Exceptional Student Education (ESE) students and 976 limited
English proficiency (LEP) students. According to the study, the
students involved with Cognitive Tutor scored significantly better
than the conventional curriculum students on the FCAT. The
difference was particularly pronounced for ESE students,
including those with learning and behavioral difficulties, and for
LEP students. Based on these results, The Reliability Group
recommended that the Cognitive Tutor Algebra I curriculum be
made available to students at all Miami-Dade high schools.
6
Methodology/Intervention
• We targeted our current Algebra I students
which involved four teachers and 220 students.
• Algebra I classes were scheduled into the
computer labs once a week for approximately 50
minutes.
• The current textbook used in the four classes
was replaced with Carnegie Learning’s Algebra I
textbook.
7
Data Collection
• We used a variety of tools to collect and assess data
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Edusoft
Cognitive Tutor Student Placement Reports
Excelsior Gradebook
Attitude Surveys (Pre/Post)
3rd Nine Weeks Grades and 4th Nine Weeks Grades
Homework/Classwork Completion Rate
Attendance
Quizzes/Test (Failure Rate)
8
Data Analysis
(See charts/graphs in Excel)
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3rd nine weeks grade analysis sorted by teacher
3rd nine weeks absences sorted by teacher
3rd nine weeks completion rate for classwork/homework by
teacher and 3rd nine weeks passing rate
Edusoft quiz Chapter 9
Student population – male vs female
student profile
Math Attitudinal Survey
9
Findings/Results
Pre/Post Attitudinal Surveys:
•
•
•
•
•
•
•
Most students who answered the Attitudinal Survey want to take more math after Algebra II
(71%)and feel doing well in math class is very important; however, 41% of them feel their math
ability is just average.
59% of the students find math enjoyably challenging; they know it is not simply memorizing
formula. After the intervention period however, this percent increased.
64% are willing to acquire further knowledge in math. After the Cognitive Tutor intervention this
number jumps to 74%.
61% feel talking with other students help. They have a better attitude towards math and they tend
to agree it is not a solitary activity.
40% of students feel math makes them confused and uneasy , 47% did not think this way.
Only 45% of students feel they learned well from lecturers.
40% of students feel the computer is a good way to learn math. In fact, some of the words that
were used to describe the lab experience were “challenging”, “fun”, “exciting”, “comfortable”,
“relaxing”, “it’s like having your own teacher”. (See comment sheet)
10
Findings/Results Cont.
Gradebook Analysis
(Pre Intervention/Post Intervention Period)
• During the 3rd nine weeks 37% of students earned an “F”. If the D’s and F’s were
included, 59% of the students would be in this category
• The average completion rate for hw/cw during the 3rd nine weeks was only 48%.
During the 4th nine weeks this rate goes up to 78%.
• The average passing rate for quizzes/tests was 45%. After the intervention, the
passing rate for the quizzes stayed the same; however, note the cw/hw effort did go
up and the average grade received for quizzes was a “D” which indicated some
effort on the part of the student.
• 88.7% of the students enjoyed going to the computer lab and 77.3% liked the
Cognitive Tutor software.
• Teachers found that work was completed more readily with the worksheets other
than the textbooks. (Teacher oral interview)
• Worksheets were found to work better for homework not necessarily for classwork.
(Teacher oral interview)
• The Edusoft report for the quiz based on Cognitive Tutor worksheets showed an
average score of 71%. In fact, students earned a better grade point average when
working on the computer than when working in any other category. Could it be the
practical application that the software contains?
11
Conclusions
•
Some students did respond positively. By way of teacher interview, students who did
not perform at all during the entire year suddenly took a liking to the computer
software; they said, “it was different.” “It was easier.” “It was not paper and pencil.”
Students do not realize that they are analyzing and going through a thinking process to
reach an answer while they are sitting in front of the computer.
•
If possible we will attempt to schedule Algebra I classes into the computer lab at least
once a week and use Cognitive Tutor textbook units when it coincides with the current
textbook.
As one can observe from the pre/post attitudinal surveys, the intervention that
took place made some impact by changing students’ attitudes. (See
pre/post attitudinal survey graphs). Additionally, teacher attitudes changed
because they saw students who had never seemed interested and/or motivated
in class are staying on task during the lab time. Teachers found that the Cognitive Tutor
captured students’ attention and students were less distracted during lab time.
Although the passing rate on quizzes/tests stayed the same, we found students increased
their effort in class, perhaps the material captured the student’s attention or they
understood.
12
Results / Findings
GPA on Categories after the Intervention
2.5
Completion Rate for CW/HW
2.28
2
100
80
GPA
1.49
1.5
1
60
Percent
Completed
40
0.5
20
1.03
0
0
Quizzes/Tests
Cw/HW
Computer Lab
Categories
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Pre Intervention
60
48
61
24
Post Intervention
87
70
74
25
Algebra I
Grade Analysis 2005 - 2006
Passing Rate on Quizzes/Tests
70
30
60
25
50
20
Percent 40
Completed 30
Percent of
15
Students
10
20
5
0
10
A
B
C
D
Pre Intervention
2
11
28
22
Post Intervention
4
10
25
20
0
Teacher 1
Teacher 2
Teacher 3
Teacher 4
Pre Intervention
61
35
57
26
Post Intervention
37
58
58
25
13
Findings/Results
Pre/Post Attitudinal Surveys:
•
•
•
•
•
•
•
Most students who answered the Attitudinal Survey want to take more math after Algebra II
(71%)and feel doing well in math class is very important; however, 41% of them feel their math
ability is just average.
59% of the students find math enjoyably challenging; they know it is not simply memorizing
formula. After the intervention period however, this percent increased.
64% are willing to acquire further knowledge in math. After the Cognitive Tutor intervention this
number jumps to 74%.
61% feel talking with other students help. They have a better attitude towards math and they tend
to agree it is not a solitary activity.
40% of students feel math makes them confused and uneasy , 47% did not think this way.
Only 45% of students feel they learned well from lecturers.
40% of students feel the computer is a good way to learn math. In fact, some of the words that
were used to describe the lab experience were “challenging”, “fun”, “exciting”, “comfortable”,
“relaxing”, “it’s like having your own teacher”. (See comment sheet)
14
Findings/Results Cont.
Gradebook Analysis
(Pre Intervention/Post Intervention Period)
• During the 3rd nine weeks 37% of students earned an “F”. If the D’s and F’s were
included, 59% of the students would be in this category
• The average completion rate for hw/cw during the 3rd nine weeks was only 48%.
During the 4th nine weeks this rate goes up to 78%.
• The average passing rate for quizzes/tests was 45%. After the intervention, the
passing rate for the quizzes stayed the same; however, note the cw/hw effort did go
up and the average grade received for quizzes was a “D” which indicated some
effort on the part of the student.
• 88.7% of the students enjoyed going to the computer lab and 77.3% liked the
Cognitive Tutor software.
• Teachers found that work was completed more readily with the worksheets other
than the textbooks. (Teacher oral interview)
• Worksheets were found to work better for homework not necessarily for classwork.
(Teacher oral interview)
• The Edusoft report for the quiz based on Cognitive Tutor worksheets showed an
average score of 71%. In fact, students earned a better grade point average when
working on the computer than when working in any other category. Could it be the
practical application that the software contains?
15