Session S19a (Monday, 9:30am, Wartik 107)

P127: Evaluating student progress by measuring time-on-task

Robyn Ford, Diana Mason (University of North Texas, USA)

According to the Unified Learning Model (Shell et al., 2010), prior knowledge is the most important contributor to learning new content. However, engagement and attending to the task at hand are equally important. This study employed two commercially available programs to measure student success in high school chemistry. Evaluated were the content drill software package (Study Island©) and a Web-based brain-training program (Lumosity™), both geared toward measuring first-year high school student achievement. Measured were pre-AP student engagement over twelve  weeks documenting time-on-task and improved logical thinking ability using the Group Assessment of Logical Thinking (GALT), and improved content attainment as measured by the California Chemistry Diagnostic Exam.


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