Effects of Using Study Island on

Fourth-Grade Mathematics Achievement

Maria Palmer
Valdosta State University
An action research project submitted in partial
fulfillment of the requirements of the Education Specialist Degree
in Exemplary Teaching at Valdosta State University.

ABSTRACT: The purpose of this study was to determine if using Study Island
among fourth grade students increased mathematics achievement. It also
examined how Study Island affected students attitudes about learning
mathematics. Fourth grade students (N = 24) in the southeastern United States
participated in the study. Traditional teaching was implemented for the first 4
weeks, and the next 4 weeks Study Island was implemented. Results were
determined using mathematics assessments, pre and post attitude surveys, and
field notes. Results indicated a slight increase of mathematics achievement scores,
and student attitudes were exceptionally positive during the intervention. Study
Island is an effective way to gain higher achievement scores and increase positive
attitudes towards learning mathematics skills.
Introduction
Mathematics is critical for children in todays classrooms. Learning basic mathematics
with a sense of understanding is a lifelong skill that all individuals need within the larger context
of life as a whole. In a technologically advancing society, a good mathematical foundation is
crucial in preparing students for jobs in science, technology, and even business (Myers, 2007).
Myers stated that mathematics is more than just steps needed to solve problems; it is like a
single thread that connects many different mathematical ideas that create a whole picture.
The elementary school where this research took place, 21% of fourth graders did not
meet the state requirements for passing the Math CRCT in 2008 (Report Card, 2008). Students
were unable or unmotivated to complete individual classwork assignments, pass tests, or
complete homework. The School Improvement Plan at the research site set a goal to increase
mathematics achievement in all students, including those with disabilities, and to help all
students perform at a proficient level on state assessments. Another area of concern consisted of
trying to make sure that all students were on grade level. The study was to determine how to
increase mathematics achievement through the use of Study Island other than the traditional
methods that had been previously taught. To achieve this goal, many factors had to be
considered.
Review of Literature
1

Novus Scientia Vol. I No. 2

In order to prepare students for changes in what is required for students to be

mathematically literate, new state math standards were developed in Georgia requiring students
to be able to apply math skills to everyday life. These standards included skills other than using
pencil and paper to complete mathematics computation, such as being able to apply mathematics
concepts to everyday life through the use of varied resources that go beyond the textbooks
(Gosmire & Grady, 2007). However, according to Witzel and Ricomini (2007), 23% of fourthgrade students scored below the basic mathematics level across the state of Georgia. Part of the
reason for the poor mathematics achievement was that, even though curriculum standards had
changed, teachers continued to teach the same way they were taught in school by using lectures,
chalkboard instruction, and individual seat work. McKinney, Chappell, Berry, and Hickman,
(2009), found that there continues to be a need for more efficient and effective mathematics
instructional procedures, curricula, and materials, particularly for low-performing students. In
addition, students grasp concepts in different ways and at different rates; teachers need to use
different strategies to teach mathematics to diverse students.
Lashway (2004) identified some factors that account for why schools performed poorly in
mathematics: demographics, insufficient resources, and ineffective school practices. Teachers
needed to have more training on how to teach to the diverse population.. Some students,
particularly those who were from low socio-economic backgrounds, came from homes where the
caretakers did not have adequate math skills in their early years at home and could not help the
students with mathematics homework (Myers, 2007). Rothstein and Jacobsen (2006) also noted
that the use of computer-based programs in classrooms may be a potential solution in helping
math achievement increase and help close the gap between high and low learners. Rigeman and
McIntire (2005) suggested technology in the classroom might be a way to address the gap
between scores of high- and low-learners. However, Wenglinsky (2005) warned that students
could receive a substantial benefit, no benefit, or even negative consequences from working with
computers in the classroom, depending on how their teachers chose to use technology.
Zimmerman and Tsikalas conducted a study to examine the affect of how using
computer-based programs would affect students motivation (2005). King (2004) claimed the use
of computer-based programs was effective in teaching math to all students. Many teachers
believed that instructional courseware could be credited for an increase in their math test scores
by exposing students to many skills on a daily basis (Ysseldyke, Betts, Thill, & Hannigan, 2004).
Educators continue to look for ways to increase motivation and improve attitudes towards math.
Furner, Yahya, and Duffy (2005) suggested students who used computer-based programs were
freed to explore math through technology and as a result were not confined to paper and pencil
and could interact with real-world math.
Purpose
Research Questions
Research question 1. Does use of Study Island affect fourth-grade student's mathematics
achievement?
Research question 2. Does use of Study Island affect a student's participation
during mathematics instruction?
Research question 3. Does use of Study Island affect a students attitude towards
mathematics?
Variables
Study Island. Study Island (Education, 2006) is a computer-based learning program that
allows students to work individually on topics aligned with the Georgia Performance Standards.
2

Novus Scientia Vol. I No. 2

Mathematics achievement. Mathematics achievement was defined as how well students

can complete mastery of Georgia Performance Standards.
Participation. Participation was defined as students being on task during instructional
time, actively listening, and contributing to the instruction in appropriate ways as noted in field
notes by the researcher.
Attitude. Attitude was defined in this study as the student's perception of mathematics
measured by observations recorded on Field Notes and by responses on a teacher-created survey
(see Appendix A).
Methods

Participants
Participants in this study came from a rural and low-income county located in Southeast
Georgia. The participants are 24 fourth-grade grade students between the ages 9 11, including
12 males and 12 females. In 2008, 21% of the students at the research site did not meet the state
requirements on the CRCT. Table 1 shows the demographic data for the student participants.
Table 1
Fourth-grade Students not Meeting State Standards on Mathematics CRCT
Group
Black
White

# of students
39
68

CRCT Score
33%
15%

State Score
43%
20%

Male
Female

65
45

25%
16%

31%
29%

Students with Disabilities

Students without Disabilities

20
90

55%
13%

58%
26%

Economically Disadvantaged
Not Economically Disadvantaged

70
40

26%
13%

41%
17%

Intervention
The first day of the intervention students completed the Mathematics Attitude Survey to
examine how they felt about mathematics. Next, the students completed the Mathematics
achievement pretest over the units that would be covered in the 8-week period. For the first 4
weeks, the researcher taught mathematics the traditional way using lecture, chalkboard, pencil,
and paper. A posttest was given after the 4-week period.
During the next 4 weeks, the researcher taught a math lesson for 20 minutes and students
worked individually on the assigned topics using the computer program Study Island for the
remaining 20 minutes. Students were given 20 minutes, three times a week to complete the
assignments.. A posttest was given and results were collected. The researcher completed the
participation checklist (see Appendix B) during three intervals at the beginning, middle, and end
of each Study Island session as students worked on the assignment. The Mathematics Attitude
Survey (see Appendix A) was given at the end of the 8-week period. Data were collected and
interpreted for the 8-week period of research.
Data Collection Techniques

Novus Scientia Vol. I No. 2

Several sources of measurement were used to determine the effect Study Island had on
fourth-grade student achievement, participation, and attitude. They were as follows: Mathematics
Achievement Test, Participation Checklist, Attitude Survey, and Field Notes. These instruments
helped to collect data on Mathematics Achievement and Attitude.
Results
Results of this study are based on the researchers analysis of data which consisted of two
pre and post achievement tests, pre and post attitude surveys (Appendix A), and a participation
checklist (Appendix B).
To determine the effect of using Study Island on students achievement, traditional
teaching was used for 4 weeks and then Study Island was implemented for 4 weeks during
instruction. Mean and standards deviations for traditional instruction and Study Island posttest
scores are given in Table 3. The Study Island mean (M = 93.58) was higher than the Traditional
Instruction mean (M = 91.38). Cohens d was used to calculate the effect size of the Study Island
intervention on mathematics achievement scores. There was a not a statistically significant
difference in the mean scores of the two comparisons (see Table 3). However, the mean score
was higher for students using Study Island.

Table 3
Comparisons of Traditional and Study Island Posttest Scores
Group
Traditional
Study Island
*p < .05; **p < .01

N
24

M
91.38

SD
7.26

24

93.58

6.16

t-value
-1.14

p
0.26

The researcher administered pre and post surveys to determine if Study Island had
positive effects on students attitudes toward learning mathematics. Table 4 shows the results of
the survey that was given to 24 students who participated during the research study. To determine
if using Study Island had a positive effect on student attitudes, an attitude survey was taken
before the study and after using the intervention. Mean scores increased from 91.38 to 93.58.
There was only a slight increase in scores, but there was gain after using Study Island in this
fourth grade mathematics class.
Table 4
Comparison of Pre- and Post-Intervention Mathematics Survey
Survey Questions

Pre-Survey Results
Yes
No Sometimes

Novus Scientia Vol. I No. 2

Post-Survey Results
Yes
No
Sometimes

1. I like Math.

27
%

63%

10%

51%

40%

9%

2. Math is easy.

25
%

70%

5%

49%

30%

21%

3. I wish we could
use the computer to
complete all math
work.

35
%

25%

40%

65%

15%

20%

4. Study Island is
fun.

20
%

65%

15%

98%

1%

1%

5. I learn best when

working on the
computer.

25
%

61%

14%

75%

20%

5%

27
%

22%

51%

80%

5%

15%

6. I like the way

math is taught on the
computer.

The results of the student attitude survey showed that after using Study Island, the
majority of students agreed that Study Island improved their attitude toward mathematics. A
participation checklist helped to determine if students stayed on task, completed the assignment,
and followed directions. The researcher showed that the majority of the fourth grade students
stayed focused and enjoyed using Study Island.
Discussion
Conclusions
To determine if the intervention improved mathematics achievement, the researcher
compared results of the 4 week traditional teaching to the 4 weeks of using Study Island. The
researcher used pre and post test to determine the effects. When compared, results showed that
more students increased their mathematics achievement scores when using Study Island.
Significance/Impact on Student Learning
Some students get easily bored or frustrated. This research focused on how to help
students improve their mathematics achievement and their attitude toward learning mathematics.
Evidence provided support during this 8-week study that using Study Island is an effective way
to increase mathematics achievement scores and attitude toward mathematics.
Factors Influencing Implementation

Novus Scientia Vol. I No. 2

Even though the findings did not indicate that the intervention, using Study Island, was
successful for all students, there were many factors that could have influenced the effect of the
implementation. A student who was absent missed valuable time using Study Island. These
students needed more time for using Study Island to be successful with the program. Other
factors need to be considered such as losing time during early release days, holidays, or lack of
computer time.
Implications and Limitations
The findings of this study were mostly positive and helped to increase mathematics
achievement and attitude toward mathematics. For this reason, the researcher will continue to use
Study Island as an intervention. This will be implemented along with traditional teaching to
allow differentiation among all students. The results will be shared with others to inform them of
the positive results found. The results could have been affected by time and availability of the
internet or computer. Since there were some limitations, the results cannot be completely
reliable. However, the results could help to provide evidence of another way of teaching
mathematics that could be valuable for some students.

Novus Scientia Vol. I No. 2

References
Caverly, D. C., & MacDonald, L. (1999). Techtalk: Technology and developmental math
[Electronic version]. Journal of Developmental Education, 22(3), 32.
Education, (2006). Inc, Study Island No. 48 [Electronic version].
http://search.ebscohost.com/login.aspx?
direct=true&db+a9h&AN=22234471&site=ehost-live
Furner, J., Yahya, N., & Duffy, M. (2005). Teach mathematics: Strategies to reach all students
[Electronic version]. Intervention in School & Clinic, 41(1).
Gosmire, D., & Grady, M. (2007). 10 Questions to answer for technology to succeed in
your school [Electronic version]. Education Digest, 72(8), 12-18.

Novus Scientia Vol. I No. 2

Governors Office of Student Achievement. (2008). Clinch County Elementary School Report
Card 2008. Retrieved June 27, 2009, from http://gadoe.org/ReportingFW.aspx?PageReq=
102&SchoolId=42990&T=1&FY=2008
Hitchcock, C., & Noonan, M. (2000). Computer-Assisted instruction of early academic skills
[Electronic version]. Topics in Early Childhood Special Education, 20(3), 145.
King, D. (2004). Improving math scores with instructional courseware [Electronic version].
Media & Methods, 41(1), 8-9.
Lalley, J., & Miller, R. (2006). Effects of pre-teaching and re-teaching on math achievement and
academic self-concept of students with low achievement in Math Education [Electronic
version]. 126(4), 747-755.
Lashway, L. (2004). The mandate: To help low-performing schools [Electronic version].
Teacher Librarian, 31(5), 25-27.
McKinney, S., Chappell, S., Berry. R., & Hickman, B. (2009). An examination of the
instructional practices of mathematics teachers in urban schools [Electronic version].
Preventing School Failure, 53(4), 278-284.
Myers, P. (2007). Why? why? why? [Electronic version]. Phi Delta Kappan, 88(9), 691-696.
Rigeman, S., & McIntire, N. (2005). Enhancing curriculum and instruction through
technology [Electronic version]. The Journal, 32(12), 31-34.
Rothstein, R., & Jacobsen, R. (2006). The goals of education [Electronic version]. Phi Delta
Kappan, 264-272.
Wenglinsky, H. (2005). Technology and achievement: The bottom line [Electronic version].
Educational Leadership, 63(4), 29-32.
Witzel, B., & Ricomini, P. (2007). Optimizing math curriculum to meet the learning needs of
students [Electronic version]. Preventing School Failure, 52(1), 13-18.
Ysseldyke, J., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an instructional management
system to improve mathematics skills for students in title I programs [Electronic version].
Preventing School Failure, 48(4), 10-14.
Zimmerman, B., & Tsikalas, K. (2005). Can computer-based learning environments (CBLEs) be
used as self-regulatory tools to enhance learning? [Electronic version]. Educational
Psychologist, 40(4), 267-271.

Appendix A
Mathematics Attitude Survey
The purpose of this survey is to find out how you feel about math. In order to protect
your privacy, do not write your name on this survey. Completion of this survey indicates
informed consent. You may withdraw at any time.
Directions: Read the statement and circle yes, no, or sometimes to indicate the response that best
fits your feelings.
1. I like math.

Yes

Novus Scientia Vol. I No. 2

No

Sometimes

2. Math is easy.

Yes

No

Sometimes

3. I wish we could use the computer to complete all

math work.

Yes

No

Sometimes

4. Study Island is fun.

Yes

No

Sometimes

5. I learn best when working on a computer.

Yes

No

Sometimes

6. I like the way math is taught on the computer.

Yes

No

Sometimes

Appendix B
Participation Checklist

Novus Scientia Vol. I No. 2

Observed
behavior

On task
(In assigned seat, talking
only related to task,
actively listening).

Task completion
(Follows directions for
the task and completes
work assigned).

Scoring

Scored (+) three times

during independent work
each day.

Scored 0-3 at end of

class.

Student A
Student B
Student C
Student D
Student E
Student F
Student G
Student H
Student I
Student J
Student K
Student L
Student M
Student N
Student O
Student P
Student Q
Student R
Student S
Student T
Student U
Student V
Student W
Student X
Student Y
Student Z

10

Novus Scientia Vol. I No. 2

Score (max=6)