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   1. Chad Even - December 21, 2009

Abstract
This is a study of the effects that Activboards have on students in a regular education classroom. The researcher examined how Activboards help all students comprehend the material that is being presented by the classroom instructor. Classroom observations were the means used to gather data. A fourth and a sixth grade classroom were the groups of focus for the research. Classroom observations were done on two separate occasions; the first was done informally, observing how the teacher used the Activboard in his/her daily lessons, and the second was a formal observation, targeting students who are on an Individual Education Plan (IEP) and those students on the standard education plan. Variables for this study included different teaching styles, whether the teacher utilized all of the features the Activboard has to offer, and the difference between student involvement for students on the IEP and students who are not. The researcher paid special attention to the following factors: student engagement during the lesson, whether students’ various learning styles were accommodated, and what features of the Activboard were used.
The literature review provided a background on how Activboards have been incorporated into classrooms and the successes and failures that various professionals have experienced with this interactive whiteboard. Additional information in the research process was obtained by conducting teacher interviews of teachers who have used the Activboard in their classroom. The researcher also discovered how these teachers used the Activboard and how they believe the Activboard has benefited them and their students’ learning process.

CHAPTER FIVE: CONCLUSION
Findings
An overwhelming percent of the respondents from the online survey and the interviews felt that the Activboard, if utilized correctly, will benefit students’ test scores. A large percentage of teachers also felt that the Activboard helped with student motivation and excitement during a lesson. Overall, those surveyed and interviewed believe the Activboard to be a positive addition to their classroom for their teaching and for the students’ learning.
Action Plan
Many teachers are writing grants, seeking funds from Parent Teachers Organizations and using stimulus funds to purchase Activboards. The teachers want to have this technology tool in their classroom and are trying to find various ways to obtain one. School boards need to take a serious look at their budgets and make an effort to purchase a set number of Activboards to benefit their school district.
It is important that school districts have a proper plan into place prior to providing Activboards to teachers. The research the researcher conducted indicated that many of the teachers were not adequately trained prior to receiving the board. These teachers indicated a high anxiety level with a high learning curve. The teachers who took classes and continued with training after receiving their Activboard indicate higher comfort level along with greater student involvement.
The researcher recommends that schools mandate teachers to take a beginning course prior to having an Activboard placed in their classrooms. This course would familiarize the teacher with the Activboard, the various components of the board and with the tools that can be incorporated with the board. The researcher would recommend that this course covers the basics of the Activboard such as tools, resource library, creating flips, etc. Forty-seven percent of the teachers surveyed indicated that occasionally they utilize the resource library. The resource library is one of the most valuable components that the Activboard has to offer. The researcher believes that if teachers were shown the great benefits of this tool, they would begin to utilize it more and more.
After this introduction course, teachers need a follow-up meeting. This meeting should be a small group gathering where teachers can ask questions, share positives about the Activboard and share their concerns. Seventy percent of the respondents indicated some problems implementing the Activboard into lessons. It is important that teachers feel technology support during the first months utilizing the Activboard or they will give up on the tool. These follow-up meetings should be held quarterly to address any issues that may have come up during the last few weeks.
Once the teacher has used the Activboard during the course of a year, the researcher recommends new training any time new advances are made or new tools are introduced with the Activboard. By keeping the teachers up-to-date on new changes, the teachers will continue to use the Activboard and its resources to the fullest potential.
Reflections
Activboard has just recently released new software called ActivInspire. Research needs to be completed on how this new software will benefit and/or challenge classrooms. Advances in technology are continual and with advances comes the challenge to keep up with these changes.
There will come a time when a new technology advance replaces the Activboard. Think about the overhead projector and the standard white board. Just as easily, something new and exciting will be more advanced and more “modern.” Research should be done on how the Activboard can continue to be used in some way to help with the loss of financial investment. School boards need to be provided data on why they need to invest in a tool and how it can benefit their school district for years to come.

   2. Eliza Brown - February 22, 2010

THE EFFECTS OF ONLINE MULTIPLICATION GAMES AND SIMULATIONS IN THE FLUENCY OF BASIC MULTIPLICATION FACTS

Abstract
This study investigated the benefits of online games and simulations in the hopes of increasing basic multiplication fact fluency. Fifth grade students participated in the project by first partaking in an entry survey regarding fact knowledge and the importance of basic fact fluency. Then, with the help of the Math is Fun Math Trainer website, students completed baseline assessments. This data determined a starting point in charting potential growth of fact fluency. Throughout the course of the study, students spent time practicing fact fluency with a variety of multiplication gaming and simulation websites. At the conclusion of each practicing session, students recorded the website visited, amount of time spent, and accuracy results. To conclude the study, students again participated in an assessment on the Math is Fun Math Trainer website. The researcher compared these results directly to the baseline assessment results to show potential growth in fact fluency. Students also completed one last survey in which questions regarded the enjoyment of the online games and simulations and the likeliness of continuing to utilize the websites.
The review of literature found much agreement in the importance of basic fact fluency for students. Several researchers concur that students require repetitive practice in order to gain fluency. Even though some disagree regarding the best facts to begin learning, all share the same opinion of being fluent in basic math facts contributes to math skills success. Some researchers also confirmed the effectiveness of games as a learning tool and the benefits of working in an online environment.
The researcher gathered data from pre and post surveys, baseline and final multiplication basic fact assessments, and observations. Upon completion of data examination, the researcher concluded that online fact practice does indeed contribute to the increase in basic multiplication fact fluency. This data also guided the researcher to identify continued focuses of study as well as recommendations.
Findings
The strongest piece of evidence to support the fact that online games and simulations increase student retention of basic multiplication facts is the evidence of class averages. Throughout the course of the study, the average of the participating students in terms of correctly answered basic multiplication facts in a five-minute timing increased in all basic fact assessment categories. This means, that students increased retention, accuracy, and speed of basic facts, which leads to increased fluency. This fluency is not only evident when comparing baseline to end-of-study fact assessment results, but fluency is also evident in classroom observations. The observer noted on several occasions a decrease of frustration for students when performing higher-order mathematical concepts that require a foundation of the basic multiplication facts. Students were also able to work with greater speed and accuracy. An increase of basic fact fluency allows for an increase of student confidence in classroom lessons, small group collaborations, and independent assignments. Not only had the observer noted these positive changes, but students were also aware of the change. When students responded about frustration levels in math class during the baseline questionnaire, only three students said he or she never felt frustrated during math class because of a lack of fact fluency, and three students said he or she always felt frustrated with not being able to quickly recall the basic multiplication facts. However, when asked that same question during the end-of-study survey, eight students said he or she never felt frustrated during math lessons because of fact fluency, and no student stated he or she always felt frustrated. Therefore, verification exists in three ways, the fact assessments results, researcher’s observations, and student survey results, to confirm that online fact practice with games and simulations does indeed increase the fluency of basic multiplication facts for students.
Action Plan
For the first time, this project was quite successful. Students were able to have the opportunity to enhance basic multiplication fact fluency with online games and simulations. However, in order to continue to allow for success for the participating students as well as future students, the researcher will enact a few steps.
• Once students have completed the initial intense practice, allow students to have weekly time to practice the basic multiplication facts utilizing the same online games and simulations. This will provide students the opportunity to retain growth as well as increase speed and accuracy.
• Using the Math is Fun Math Trainer website, complete quarterly fact assessments in all four fact categories using the five-minute timing. This will allow students to chart growth over the course of the school year. Encourage each student to record results in the form of a line graph as a visual representation of growth.
• Encourage students to select online games and simulations that provide instant feedback. For the most part, students gravitated to the games which provided this. Many games also provide the correct answer when students incorrectly select a response. These games are of the highest quality because they allow students to practice correctly and not wonder if the responses selected are correct or incorrect.
• Recommend the basic facts students should place focus for each practicing day. All too often, students selected the facts to practice that he or she was already proficient. In order to truly gain overall fact fluency, students must focus on facts that are not fluent.
• Share results with parents. During the fall parent conferences, the researcher shared the process and results from the project with parents. With classroom newsletters, parents received the websites the students used during the process. This way, students can maintain and increase fact fluency through home practice. Continue to share data with parents and encourage practice of basic multiplication facts at home.
• During grade level collaborations, share process, websites, results, and hints with colleagues. By sharing the process and websites used, all fifth grade students benefit from the project. Teachers and students will also have a means to chart student growth. During grade level collaboration, there is also the opportunity to seek advice and feedback from colleagues as to ways to improve the process, incorporate record keeping devices, or utilize additional quality websites.
• Since students completed all the assessments online and students must input responses using the keyboard or number pad, students require practice in the usage of the number pad. Some students started using the number line on the regular keyboard and wasted valuable time searching for the numbers. If students had some prior experience using the number pad on the keyboard prior to beginning the assessment, students would not waste time with hunting for numbers.
• Determine the best data to collect in terms of fact assessments. During this study, the students recorded the number of correctly answered facts for each fact category during the five-minute timing. However, would it also be beneficial to record the number of attempted facts since the faster a student responds the more questions attempted? On the other hand, would it be helpful to record the percentage of questions answered correctly in the five-minute timing?
• Begin each subsequent school year with the same procedure of collecting baseline fact assessment data and allowing students the opportunity to reinforce basic multiplication fact fluency with the use of online games and simulations. Continue to use the Math is Fun Math Trainer website to assess and chart growth. By beginning the school year with a basic fact review, all students will have the opportunity to fully activate prior knowledge and build upon fact fluency prior to delving deep into fifth grade mathematical concepts. Students will have a strong foundation of basic multiplication facts in which to base higher-order mathematical concepts.
Reflection
With online multiplication games and simulations, participating students improved basic multiplication fact fluency, decreased mathematical frustration, and increased confidence.
Possible further research would include extending the process to include increasing the fluency of basic division facts. Even though multiplication and division facts are directly related, students oftentimes do not easily make that connection. By strengthening the fluency of basic division facts, students would have greater ease manipulating fractions, solving multi-digit division problems, and working mental math problems.
Another possible research question would be if the participating students retained the increased fact fluency into the sixth grade. The whole idea behind the study was to increase student fact fluency not just for the time being but to continue to maintain increased basic multiplication fact fluency. As mathematical concepts become more complex and require a variety of knowledge basis, students must be fluent in basic facts in order to be successful mathematicians. By assessing students at the beginning of the sixth grade year, the researcher could determine student retention and internalization.
The next time this project was to take place, it would be interesting to add a self-timed PowerPoint with basic facts to add additional practice. Many students indicated they first began practicing basic multiplication facts with both flashcards and oral practice. With the PowerPoint displayed for the entire class to see, the PowerPoint would act as flashcards, and the students would orally say the facts. By adding a variety of practice strategies, student retention may increase. It would also allow an additional way to meet the learning needs of all students.
Online multiplication games and simulations do have effects on student basic multiplication fact fluency. By utilizing online games and simulations, students were able to increase retention, accuracy, and speed of basic multiplication fact recall, which all leads to enhanced fluency. In addition, students also gained confidence in mathematical abilities for higher-order mathematical concepts as well as decreased frustration during math lessons, small group collaborations, and individual assignments. Students enjoyed participating in the project and boosted mathematical abilities and confidence along the way.

   3. Tom Eberle - October 19, 2010

Executive Summary
Dr. Tom Eberle
Principal, St. Mary’s Central High School

This executive summary presents the findings of four research questions from the study entitled, Northwest Evaluation Association RIT Scale Compared with the North Dakota State Assessment for High School Students. The four questions were

1. What are the advantages and disadvantages of using the Northwest Evaluation Association-Measures of Academic Progress (NWEA-MAP) as part of the North Dakota secondary schools’ assessment strategies?

2. To what extent do North Dakota secondary school districts use the Northwest Evaluation Association-Measures of Academic Progress (NWEA-MAP) assessment?

3. To what extent can performance on the North Dakota math assessment for high school students be predicted from Rasch unIT (RIT) scores?

4. To what extent can performance on the North Dakota reading assessment for high school students be predicted from Rasch unIT (RIT) scores?

To answer the questions, a mixed-methods concurrent triangulation approach was used. Survey data from 16 principals were used to conduct a qualitative analysis. A qualifying sample of historical student data was obtained from four school districts. Data analysis for the qualitative method included open coding of the open-ended, online survey questions that focused on participants’ opinions. The quantitative data obtained from four qualifying school districts were fed into the SPSS data analysis program. Simple linear regression and multiple regression analyses were used. A Pearson r correlation was conducted along with multivariate analysis. Below are the findings for each of the four questions.

1. What are the advantages and disadvantages of using the Northwest Evaluation Association-Measures of Academic Progress (NWEA-MAP) as part of the North Dakota schools’ assessment strategies? The survey data from the principals revealed that the advantages of using the NWEA-MAP assessment were tracking student growth over time, allowing for early intervention and placement of students based on their strengths and weaknesses, providing the school with immediate feedback, alignment with state standards, and helping school districts to meet Adequate Yearly Progress (AYP). The principals reported that the disadvantages of using the NWEA-MAP assessment included loss of computer lab time due to testing, loss of instructional time, too many assessments, and test scores being of little use.

2. To what extent do North Dakota secondary school districts use the Northwest Evaluation Association-Measures of Academic Progress (NWEA-MAP) assessment? Principals were asked why they used the NWEA-MAP assessment and why they gave the assessment to specific grade levels, they indicated that the school districts mandated the assessment and that the assessment is used to identify students’ strengths and weaknesses so that programming, curriculum preparation, professional development, proper placement of students, and differentiated instruction can take place as a precursor to taking the state assessment. Furthermore, principals indicated that the assessment provides the school with immediate feedback, that it is aligned to state standards, and that it helps school districts meet AYP.

3. To what extent can performance on the North Dakota math assessment for high school students be predicted from Rasch unIT (RIT) scores? The results of the statistical analysis indicated that there was a significant correlation between students’ NDSA math test scores, and students’ spring 2008 and fall 2008 MAP math test scores. A review ofMoreover, statistics showed that the students’ fall 2008 MAP math test scores were a slightly stronger predictor of students’ NDSA math test scores than the students’ spring 2008 MAP test scores.

4. To what extent can performance on the North Dakota reading assessment for high school students be predicted from Rasch unIT (RIT) scores? The results of the statistical analysis indicated that there was a significant correlation between students’ NDSA reading test scores, and students’ spring 2008 and fall 2008 MAP reading test scores. Moreover, statistics showed that the students’ spring 2008 MAP reading test scores were a slightly stronger predictor of students’ NDSA reading test scores than the students’ fall 2008 MAP test scores.

A note of caution should be taken here. It should not be assumed that a single assessment, such as the NWEA-MAP, can serve multiple purposes. The MAP assessment is only a small part of the total assessment picture, and it is intended to be used with other sources of data to make sound instructional and resource-allocation decisions.

North Dakota school districts will be able to provide high-quality individualized instruction to all students if they utilize a combination of NWEA-MAP assessment data, classroom assessment data, NDSA data, and recommended services, such as those provided by the North Dakota Regional Education Associations (NDREAs).

For more information about this study, contact Dr. Tom Eberle at teberle@smchs.org.

   4. Gina Phillips - January 3, 2011

A STUDY ON THE EFFECT OF EBOOK READERS ON STUDENT READING ENJOYMENT AND INTEREST

Project Summary:

It has long been known by classroom teachers that the more a student reads the better reader the student will become. Conversely, poor readers, readers that struggle, will read less thus exacerbating the issue and widening the gap between good readers and poor readers. This phenomenon, the Matthew effect, as it relates to reading, was coined by psychologist Keith Stanovich (Wright & Wright, 2010). The availability of digital media to high school aged students may offer a means to bridge the gap created by the Matthew Effect. In 2009, the Bismarck High School Library was awarded a Qwest Technology grant to purchase five Kindle eBook readers, accessories and books. These five digital devices served as the seed for the eBook reader project which provided opportunities for students to improve literacy by providing access to reading material in an electronic format.

In an adolescent landscape rife with cell phones, MP3 players, laptop computers, on- demand TV and movies, and 24/7 internet access, could a 21st century device serve as a gateway for non-readers to become readers? The action research was an effort to improve student achievement by answering the following questions:
• How does the Kindle eBook reader affect student reading interest?
• Are reluctant readers more likely to read on an eBook reader device?
• Do students use the built in technology features to comprehend reading?
• Can eBook readers help increase engagement in reading?
• Are eBook readers an effective way to motivate teenagers to read more?

Background:

As today’s children grow older, the time they spend with print media significantly decreases while the availability of non-print media has increased. This increase in information and communication technologies is redefining what literacy means for this generation. As such, emergent literacy is greatly affected by non-print media and the digital world and it falls to Library 2.0 to be a model for constant and purposeful change. If provided with this model, it may be possible to foster positive attitudes towards reading, and in turn, increase reading engagement in today’s students. As Library 2.0 helps to improve students’ attitudes towards reading it lays the foundation for a lifetime of learning. One of the most important elements of this is making sure that reluctant readers are provided with the right materials at the right times. While these students may be averse to reading in the traditional sense, they are open minded about eBook readers – a technology that is singularly capable of providing them with the wide range of accommodations they need.

As is inherent with any new educational technology, it is important to establish best practice early so that poor implementation doesn’t become a barrier to enhance learning- such is the case with eReaders. Currently, there is a gap between quality research and effective implementation of eBook readers in an educational environment. A weakness of all digital media, leading up to and including today’s devices, is that they are short lived and often replaced by the next best thing before best practice can be established. It remains to be seen if eBook readers will become an enduring educational tool.

The data gathered during the research period will inform best practice in the use of eBook readers to encourage reading engagement. It is this engagement that plants the seed of positive attitude towards reading which grows into lifelong literacy and breaks the cycle of poor literacy. If non-print digital media represents a distraction from the literacy skills necessary to become a lifelong learner, it is incumbent upon educators to seek out and use technology that encourages literacy rather than distracting from it. It is possible that eBook readers may be able to provide the type of literary accommodations with which a generation raised on non-print media is comfortable.

Process:

The data collected was a random sample of students at Bismarck High School. As this type of technological device was the first of its sort at BHS, the circulation of the Kindle eBook readers was opened up to all students at Bismarck High School. The students that checked out the Kindle were the focus group of random students representing the larger population of students in the school. With a student population of 1,353 students, Bismarck High School is the largest campus in the state of North Dakota. The self administered survey included both interval-level data as well as nominal level data. An interview was conducted with students who checked out the Kindle to help determine the amount of time spent in the library in general, attitude towards the reading selection on the Kindle, time spent reading on the Kindle, and the use of technological features inherent on the Kindle. Circulation statistics were also examined to determine the gender difference between patrons and circulation history of students who checked out the devices.

Findings and Conclusions:

This study breaks down participants into three different categories. Those who responded agree (four) or strongly agree (five) to the statement: I often read books for pleasure will be referred to as engaged readers. Of the seventeen participants, twelve fall into this category – four male and eight female. Three of the participants will be classified as “borderline readers”, one of which disagreed (two) that he often read books for pleasure while one male and one female responded not really (three) to the same statement. The remaining two participants (female) each indicated they were in strong disagreement (one) with this statement. These participants will be classified as reluctant readers.

Kindle eBook reader and student reading interest: Two questions on the survey addressed the research question of “how the Kindle eBook reader affects student reading interest”. One of these questions asked whether the Kindle changed the way participants felt about reading for pleasure. Of the engaged readers, three agreed (four) or strongly agreed (five) while the remaining eleven were all ambivalent. The two reluctant readers were also ambivalent. Two of the borderline readers also answered “not really” (three) while one agreed (four) that it changed the way he felt. As to whether or not any change indicated was positive, two of the borderline readers agreed that they were more likely to read on a Kindle than a print book, while one strongly disagreed (one). Both reluctant readers were no more likely to read on a Kindle than a print book. Engaged readers were again generally ambivalent whereby nine answered three (not really) or below, three agreed (four) and two strongly agreed (five) they were more likely to read on a Kindle eBook reader.

Are reluctant readers more likely to read on an eBook reader device: Both of the reluctant readers from the study responded not really (three) to the question “I am more likely to read on the Kindle than a print book”. However, two of the three borderline readers agreed (four) to this statement.

Student use of built in technological features and reading comprehension: For the question of whether or not students used features such as dictionary, note taking, text to speech, and adjustable font size to improve their comprehension, four participants neglected to answer the question. Three of these fell into the category of engaged readers and one was a reluctant reader. The remaining reluctant reader used only the font size feature, and none of the advanced features for text to speech, dictionary, or note taking. This was also the case for the three borderline readers. The engaged readers were the only group that explored technological features beyond font size with two who tried the text to speech feature, two used the dictionary, and only one used the Kindle’s note taking abilities. It may seem from this data that dictionary, note taking, and text to speech offer an enhanced reading experience for engaged readers but seemed to have little use for borderline and reluctant readers.

EBook readers and reading engagement: Both of the reluctant readers and six engaged readers were ambivalent (three) indicating that they enjoyed reading on the Kindle no more or less than a print book. However, the remaining six answered agree (four) or strongly agree (five) to the same question. Two of the three borderline readers in the sample group also agreed (four) with this statement with one strongly disagreeing (one). Of fourteen respondents, all said they would check out the Kindle again. This would seem to indicate that the eBook device had little effect on students whose ideas about reading for pleasure are firmly entrenched. However, with borderline reader group, who answered ambivalently or in the negative about reading for pleasure it seems the Kindle provides an added amount of enjoyment to reading. These readers stated they would be more likely to read a book on the Kindle than a print book and one indicated that reading on the Kindle changed the way he felt about reading for pleasure.

EBook readers and reading motivation: The data collected showed that some students responded favorably, and others less so, to the eBook reader experiences. Although all but one of the students has access to a computer at home, none of the seventeen participants in the survey had ever read a book on an electronic device before checking out the Kindle. Some students responded favorably, and others less so, to their eBook reader experience, the data here is inconclusive as to whether eBook readers are an effective means of motivating high school students to read more than they already do.

In the information age, the ability to synthesize, organize, and comprehend information in a fluid way is of tantamount importance to lead a successful and rewarding life. Reading skills and reading enjoyment are central to this endeavor. While some information can be effectively communicated using various new forms of media, reading is still a core skill for 21st century learners. eBook readers may serve to increase convenience and provide a familiar interface for students that are comfortable with mobile technology. For some student readers, this value added could be a deciding factor in the decision in how much time they allocate for technological versus print media.

Research has shown that the amount of time spent reading has a direct correlation to a success in the classroom (Rideout, Foehr, & Roberts, 2010). However, with more and more forms of entertainment available to our students it is important that educators encourage students to read in whatever manner possible. It is clear from the study that further data needs to be collected to further understand where eBook devices might fit into the complex puzzle that is a 21st century learners life. In addition, variables such as book selection, and access may further complicate best practice in this area. The data gathered, however, does seem to indicate that there may be an application for eBook readers with borderline readers who are still formulating their reading habits. As a general study, the data gathered has served to identify where these devices might be most effectively put to use and inform the next state of the eBook reader project which will be to focus on best practice implementation with borderline and reluctant readers at Bismarck High School.

   5. Greta Delparte - July 22, 2011

Final Research Report Abstract
by Greta Delparte

Title: A DISCRIMINATIVE STUDY OF METHODS FOR
THE QUALITATIVE DETERMINATION OF MATHEMATICAL AUTOMATICITY AND FLUENCY OF BASIC FACTS

This study examined how the use of computer software affects student achievement of basic math facts. Second grade students in two classrooms completed a basic math facts fluency test to determine baseline beginning of the study data. Afterward, one classroom practiced their math facts using software called FASTT Math which stands for Fluency and Automaticity through Systematic Teaching with Technology. The other classroom continued regular instruction throughout the year. For the next six months the FASTT Math classroom spent 10-15 minutes per day studying, practicing, and mastering their facts. At the end of the study both classrooms were again tested to compare growth of the students using the FASTT Math software to regular classroom instruction.

The literature review found many consistencies between her data and the data that was collected in this study. Researchers agreed that students need consistent, daily lessons to help retain basic math facts. In today’s technology world students are looking for more interesting ways of studying their math facts. Though the use of the FASTT Math software program they are able to be continually motivated to keep working and retain more facts.

The researcher compiled data from both classrooms and determined that with the aid of the FASTT Math software the students were able to make stronger gains in their basic math fact fluency than the regular classroom students. However it was also determined that if the rigor of the basic fact test would have been higher a greater separation of student fact knowledge would have shown and the researcher feels a greater split would have been shown. This data helped the researcher determine future goals and what would be the appropriate next steps.

   6. Whitney Spah - August 19, 2011

Study Focus: This study explores the relationship of physical fitness and academic achievement.

Abstract

The purpose of the study was to explore the relationship of tenth grade student’s physical fitness levels and academic achievement. Student academic achievement was measured by GPA and the PLAN test scores. The PLAN test serves as a predictor for American College Testing (ACT). Student physical fitness was measured using the North Dakota School Districts FitStats program. FitStats is a compilation of physical fitness tests from Cooper Fitnessgram and Presidential Fitness tests. Pre existing data were collected from the technology department of a North Dakota School the 2010-2011 school years. Once data were collected, descriptive statistics, charts, and tables were used to describe the samples of academic achievement and fitness levels. Achievement and fitness data were described by statistical significance. Results indicated that students passing three or more physical fitness tests were more likely to have higher academic achievement as measured by GPA and PLAN composite and percentile scores. Physical fitness tests that served as predictors for higher academic achievement as measured by GPA were the Fitnessgram PACER test and the Presidential Curl-up test. Predictors for higher academic achievement as measured by PLAN test scores were the Fitnessgram PACER test, the Presidential Curl-up test, and the Fitnessgram Sit and Reach test for the left leg. The results indicated cardiovascular fitness, muscular endurance, and flexibility to have greater significance in higher academic achievement. Students of paid lunch status showed higher overall fitness and higher academic achievement.

   7. Dominique Bondley - August 29, 2011

How will differentiated instruction affect student learning?

This qualitative action research paper examined how differentiated instruction affected student learning in a randomly selected middle school math classroom. The students were taught by the researcher over a five-week period in a Midwestern town in the United States. The main research question, “How does differentiated instruction affect student learning?” was sufficiently answered based on the differentiation done in the classroom and the results from the three sub research questions. Qualitative data collections were gathered from researcher’s journal, class discussions, pre- and post-assessments, and students’ projects. Content, process, and products were varied or changed to meet the students’ ever changing needs. Validity was established by focusing teacher instruction to student proficiency of state math standards and completion of pre/post-assessments. Encouragements in appropriate student interaction surprisingly led to observations of mathematical conversations and discussions which demonstrated students’ content knowledge. Expected results were observed when I focused more on individual student needs and changed the dynamics of the classroom to meet those needs. Differentiated instruction with ability groups, group work, pre/post-assessments, and student interest projects had a positive impact on student learning through standard proficiency acquisition. However, teacher stress and workload levels increased dramatically during the initial stages of the differentiated unit.

Chapter Five
Conclusions, Action Plan, Reflections, and Recommendations

The purpose of my research was to see how differentiated instruction affected student learning. Ability grouping after a pre-assessment and a student interest project were the specific differentiation tools utilized in this study. Teacher’s instructions and reflections were also noted. This chapter will discuss conclusions, an action plan, reflections and recommendations.

Conclusions
The following is a summary of conclusions for the three sub research questions and main research question.

How does differentiated instruction affect teacher instruction?

Differentiated instruction affected teacher instruction by creating additional stress and workload for the teacher. The stress developed out of a sense of loss of control of the classroom atmosphere, due to the new and louder than normal student movements. Control was regained by using appropriate redirection methods for individual students and demonstration of expected classroom movements and productive noise. The workload increased because I needed to prepare more than one student practice activity for one class. More individual instruction time was evident during small group instruction. Also, I did not feel like I had to help every student that needed help because I encouraged students to ask a peer first before asking me. I became more comfortable using differentiated instruction methods the more I used them. The methods were not random, but focused on the student acquisition of state standards. I feel differentiating for the sake of differentiating would have had negative effect on student achievement. Extremely high teacher stress levels and over active classrooms were the result of ill-advised differentiated instruction that is not focused.

How do student interest projects affect student learning?

A variety of student interest projects seemed limited because the students had never before been asked to demonstrate content knowledge. Typically, the students completed teacher made assessments. Consequently, 56% of the students wanted to make a test with a corresponding key. The tests and work were of high quality. Twenty six percent of the students made a PowerPoint, one student made a video, and the other project was a poster. The poster and PowerPoint were of lesser quality. The students took ownership of their projects. I will continue to use interest projects, both summative and informative, as I feel they are a valuable tool for assessment. Interest projects could also be utilized as a review tool before a summative assessment. The interest survey should be given before units or at the beginning of the year to get to know the students before the assessment.

How does ability grouping affect student learning?

Ability grouping initially affected students negatively because the students were not accustomed to the classroom set up. Through practice, the students became familiar and accustom to working in the smaller group format. The ability groups worked for the instruction of some standards, but not as well for others. The ability groups were very useful when prerequisite concepts were needed for the current lessons. Students did not want to work in ability groups all the time. They could also just work with a partner or in a small group format without regard to academic ability. A balance of small group work, partner work, ability group work, and whole group instruction was needed to effectively differentiate.

How will differentiated instruction affect student learning?

Appropriate differentiated instruction had a good impact on student learning. I focused more on the state standards and where each student fell on the continuum. The classroom activities allowed the students to see material in multiple ways leading to skill mastery, which was evident with the use of a pre/post-assessments. There is not a one-size-fits-all approach to differentiation. The differentiation and results may have looked differently in another class because other students might have different needs. The tool that I feel should be used in every classroom is a unit pre-assessment. I felt that the pre-assessment gave me the most feedback during this research. I knew students’ readiness, ability levels, and mistakes most often made before I even began instruction. Differentiated instruction also lead to increased reflection about student learning.

Action Plan

I plan to continue differentiating my classroom instruction. The differentiation will be focused and directed by utilizing pre-assessments. The pre-assessments are what will drive my decision making on what differentiated instruction techniques to use with my students. I will continue to add more strategies to my “differentiation tool box”.

I will modify my differentiation by giving the interest survey at the beginning of units and/or school year. I feel that the more I know about the students earlier on, the more I will be able to help them. I will also work on developing appropriate classroom movement expectations and instilling them in the students.

Reflections and Recommendations for Other Teachers

This project gave me the courage to try new things and let them happen normally. I did not try to control every aspect of the classroom. Some days I stood back to watch how the differentiation would unfold. Sure, some days I felt like abandoning the project and choosing a new topic, but I stuck with it. I am glad I did as the hard work paid off and my students made academic gains.

If I were to redo this project, I would have spent more time at the beginning of instruction demonstrating how the students were to move about the classroom, what appropriate noise levels and conversation should look like in the classroom. I would also have developed an action plan for students that did not adhere to the classroom expectations. The noise levels of a differentiated classroom can be higher than normal, but there needs to be appropriate levels so that other students are not distracted and can work productively. The classroom should never turn into a “romper room” with students constantly off task.

This project has shown that individual students have different needs. Therefore, a teacher new to differentiation should first start their journey developing a pre-assessment based on the standards they are to teach. I believe the single most important tool in differentiation is the pre-assessment. Then, based on student needs, try differentiating a little at a time. Always remember, do not differentiate just to differentiate, but differentiate in a way to help the student acquire standard proficiency.

Summary
This chapter discussed conclusions, an action plan, reflections and recommendations. Differentiated instruction helped me focus my instruction on the mathematical needs of individual students. The differentiated instruction had a positive effect on student learning. The pre-assessment was found to be the most important tool that drove differentiation. Teachers new to differentiation should start with developing a pre-assessment based on content standards. Differentiation should be directed to meeting the needs of students.