Evaluating the impact of supplemental online math instruction and intervention

This study investigated the impact of the supplemental online math instruction and intervention program on student achievement as measured by assessment scores in a school in California’s Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and post-test of students who supplemented their in-class instruction with were compared to the scores of students who did not use during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on post-test scores for those who used the online program.