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Influencing the Academic Achievement of Students At-risk Using an Integrated Learning System

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The purpose of this study was to determine whether the number of hours spent using the Josten’s integrated learning system (ILS) increased the academic achievement of students (N = 1,425) identified as at-risk for academic failure. Results of multiple regression analyses revealed that ILS hours were predictive of both reading and mathematics achievement even when gender, socioeconomic status, race/ethnicity, teacher longevity, teacher experience, and previous achievement were controlled. In addition, race and the length of teachers’ experience were significantly related to reading achievement.

Curvilinearity was also assessed to determine whether a performance peak is reached as a result of an optimal number of hours of computer use, but results were non-significant. As indicated by the results, the ILS program may be a factor in promoting students’ reading and mathematics achievement. Recommendations for future studies and the instructional use of ILS are discussed.
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Keywords: SES; academic achievement; integrated learning system; mathematics; reading

Document Type: Research Article

Affiliations: University of Florida, Gainesville

Publication date: January 1, 2003

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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