Personalized Geometry Instruction: A Mixed Methods Action Research Study Implementing an Adaptive Web-Based Learning Environment to Support High School Students’ Geometry Problemsolving Skills
Date of Award
Open Access Dissertation
The purpose of this action research study was to evaluate the implementation of an adaptive web-based learning environment to personalize geometry instruction and practice for high school students at a private school in North Carolina. This study was guided by the following three research questions: (1) How and to what extent does implementing personalized geometry instruction and practice through an adaptive web-based learning environment affect high school students’ knowledge of geometry? (2) How does using personalized geometry instruction and practice through an adaptive web-based learning environment affect students’ motivation to learn geometry as well as their mathematics self-efficacy, anxiety, and self-concept? (3) What are high school students’ perceptions about using an adaptive web-based learning environment when learning geometry?
This mixed methods action research involved the implementation of an adaptive web-based learning environment with 44 students in Grades 9–10 from three geometry classes. The implementation took place over a 7-week period, during the spring semester of 2021, and it covered two different geometry units: quadrilaterals and similar triangles. Geometry instruction was supported by integrating the adaptive web-based learning environment, IXL, into teaching as a supplemental piece as units were taught to students. It was used for individualized practice for students both in and out of the classroom. Quantitative data were obtained using a content knowledge pre- and post-assessment, as well as student questionnaires, and qualitative data were obtained using student interviews. Quantitative data were analyzed using descriptive statistics, paired sample t tests, and Wilcoxon signed-rank tests and qualitative data were analyzed using inductive/thematic analysis. Overall findings showed using the IXL platform as a geometry supplement helped students improve their learning of geometry. The majority of the students were found to have a positive opinion of IXL when used to help with learning geometry. Additionally, IXL helped improve students’ motivation to learn geometry, mathematics self-efficacy, anxiety, and self-concept.
Jordan, C. D.(2021). Personalized Geometry Instruction: A Mixed Methods Action Research Study Implementing an Adaptive Web-Based Learning Environment to Support High School Students’ Geometry Problemsolving Skills. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/6729