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Investigated in this study was the impact the implementation of the Cognitive Tutor(CT) curriculum on tenth-grade student achievement in mathematics, as measured by theKansas Assessment Program (KAP) test. Also, the impact of CT on the mathematicsachievement of students with disabilities, English language learner students, and freeand-reduced students as measured by the KAP assessment was examined. A quasiexperimental, quantitative research design was used to examine the difference of themathematics test scores of tenth-grade students enrolled in District X before and after theimplementation of the CT as measured by the Mathematics KAP test. Performance levelscores of tenth-grade students on the Mathematics KAP test in the spring of 2017 beforethe implementation of CT were compared to the tenth-grade students' Mathematics KAPperformance level scores in the spring of 2018, which occurred after the implementationof CT. Demographic variables included in the study to select student subgroups forfurther comparison were disability status, English language learner status, and free andreduced lunch status. The results of the current study indicated no significant differencebetween the Mathematics KAP scores of all tenth-grade students, English languagelearner students, and students with free- and reduced-lunch who did not receive CTinstruction and the Mathematics KAP scores of all tenth-grade students, English languagelearner students, and students in free- and reduced-lunch who received CT instruction.The results also revealed that the Mathematics KAP scores of students with disabilitieswho did not receive CT instruction were significantly higher than the Mathematics KAPscores of students with disabilities who received CT instruction. The effect size of thetraditional curriculum was small. |
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