QEP PLATO Pilot Report

Pre-and Post-Test Results, Fall 2007

Summary of Methods:

To determine whether the PLATO on-line software system could improve the outcomes of students in developmental math courses 4 sections of MT 065 (Basic Algebra With Measurement) were chosen – 2 experimental groups and 2 control groups. Students in the experimental groups were instructed to obtain 16 hours of targeted math instruction through the completion of PLATO lessons. Students in the control groups did not obtain any supplemental instruction via PLATO.

Quantitative data were composed of pre-and post-test scores for each student that took the TABE (Test of Adult Basic Education). Additionally, math placement test scores (COMPASS) were compared to ASSET scores, which served as another post-test. The ASSET, however, was only administered to one experimental and control group. The two experimental groups combined consisted of 33 students, while the two control groups consisted of 45 students total.

Results:

An average of individual student gains between pre- and post-tests for both the experimental and control groups were tabulated, as indicated in Table 1.

Table 1: Average Gains on TABE and ASSET Between Experimental and Control Groups

	Experimental Group N=14	Control Group N=17
TABE	+1.41	+1.67
COMPASS/ASSET Pre-Algebra	N=6 -1.25	N=19 -1.8
Algebra	+7.33	+9.9

Discussion:

The results seem somewhat surprising, but several caveats need to be kept in mind:

• The number of test subjects may have become too low due to students that dropped out of class and several that were absent and did not take either the pre- or post-test.
• 8 students in all scored a 12.9 on the TABE pre-test – the highest score. They were not considered in the gain tabulations because it was impossible for them to show improvement.
• Many students in the experimental group did not put in the required time on PLATO.

Recommendations:

Because of a rather counterintuitive outcome and based on the low number of actual test subjects, it is recommended that the study continue for another semester, however with a few modifications.

• As before, some math classes will utilize PLATO and some will not. This time, though, results will be determined by how individual students perform pre- vs. post-test across classes, comparing those that utilized PLATO to those that did not. This methodology will also allow us to include more students.
• We will use the “College” version of the TABE math test, which will allow us to utilize the TABE exclusively for pre- and post-testing. Since this version contains algebra, it will also enable us to correctly place students in college algebra.
• Instead of total time spent on PLATO, we will be looking at lessons or units completed by students. This appears to be a better indicator of subject mastery.