Abstract:
This study Investigated the relationship between eighth-grade student scores on the Study Island Science: Matter program and the Georgia CRCT Science: Structure of Matter test. In addition, the CRCT Science: Structure of Matter mean scores were compared for students enrolled in the web-based Study Island and those who were not. Comparisons were also made to examine the program effects by gender and ethnicity. Participants were eighth-grade students who attended rural middle schools located in a public school district in southeast Georgia.
The study utilized correlational research. The correlation between student scores on the Georgia CRCT Science: Structure of Matter domain and student scores on the web-based Study Island Science: Matter program was r(233) = .48,p < .001. Results of an independent samples t test showed a significant difference between students using the Study Island program and those who did not, t(367) = 3.36,p < .001. Male and female students using the Study Island program had similar CRCT mean scores; however, minority students still lagged behind nonminority students. Results of the study led to the conclusion that the use of the web-based Study Island Science: Matter program can increase student scores and positively impact student learning of the Structure of Matter.