Technology Reading #5 – New Century Education Software

Boster, F. J., Boster, L. J., Yun, J. A. Strom, R. (2005). Evaluation of New Century Education Software 7th Grade Mathematics Academic Year 2004 – 2005 at Grant Joint Union High School District. Cometrika, Inc.

Executive Summary:

•  An experiment was conducted during the 2004-2005 academic year in which 454 7th Grade students participated in a mathematics experiment in order to assess the effectiveness of the New Century Education Integrated Instructional System.  Experimental group students received exposure to the New Century Education
  system; control group students did not.
• Student performance was assessed by comparing 2004 and 2005 CST and CAT6 scores for experimental group and control group students.
• This was part of a larger controlled study that assessed 1,293 7th and 9th Grade students who participated either in a mathematics experiment, a reading experiment, or both.
• Mathematics results indicated a strong effect for 7th grade. The 7th grade effect indicated that students exposed to the New Century Education Integrated
  Instructional System outperformed those who were not exposed to New Century.
• Limitations of the experiment include relatively modest sample sizes and relatively large attrition.

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• RQs
  1. Does New Century Education Software enhance student performace in mathematics?
  2. If so, what is it about the software that contributes to such enhancements?

This research article is based on a study of 454 7th grade math students in a large, urban, diverse school district in Northern California.  It involved 6 schools.  The students involved in teh study were “stragetic students” in that they were performing 1 – 2 levels below grade level.  In the sample, 51.3% of the students were male, 65.2% predominantly spoke English at home (18.3% spoke Spanish), 30.4% White, 30.8% Hispanic, 18.9% Black, 15.2% Asian/Pacific Islander.  The students were assigned randomly to a control group and an experimental group (the group using the New Century Education software).  Students in the control group received basically the same instruction, but without the software.  Students in the experimental group were expected to use the software for at least 90 minutes per week.  Teachers of the experimental group were expected to integrate the technology into their lessons.  Pre and post CST and CAT6 tests were used for evaluation purposes.  TOT methods within the software were used to confirm number of activities that students completed, number of minutes on task, and number of days logged on.

What is the New Century Education Software?  It is instructional software that is tailored to individual student needs.  It is based on, and further researching, the notion that instruction based on individual needs will help students learn more effectively and that technology can help create that kind of taylored instruction.  It promotes less-traditional methods of teaching and helps teachers use technology to engage different types of learners in mathematical instruction.  (He also cites his other work on research video-streaming and improved math performace).  In a nutshell, it provides reinforcement, immediate feedback, strong audio content,  and personalization features using animations, graphics, concrete examples and audio that helps learners engage intead of just reading information.  The software is created for the “norm” students, not special needs or LEP students.  It is created for those average students that continue to fall behind as their education continues, relative to other students.

The results of the study indicate that the post-test scores for the experimental group tended to be substantially higher, suggesting that the software had an impact and improved mathematics achievement on important dimensions of the CST and CAT 6 examinations.   Students in the experimental group outperformed those in the control group.  (The study included standard deviations and other calculations to support the claim for significant and substantial effects.)  Unfortunately, the author did not go into detail on specific areas or dimensions of the tests that improved (or didn’t improve).  The author notes some significant limitations of the study, namely the small sample size – that got even smaller when the scores were removed for LEP students and students who weren’t able to complete both tests, and the limitation to one geographical area in only 1 school district.  A good amount of attrition occurred.  It lacked the size to to detect small but important effects, and point parameters were not as stable as they could be or one would like them to be.  He also noted that the treatment was conservative – only 90 minutes per week – and might have had a more profound effect if used more frequently. 

I liked this research study.  While it had its issues, it was very straightforward.  He also has several other similar research projects, and some continuing ones for this effect that could help strengthen his position.  His theme is recurrent in regards to individual student needs, but does not take into account any relationships between the actual teachers and technology.  There is also no detail on how the teachers integrated this technology or the methods used.