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