Graduate Program

Curriculum and Instruction

Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion

Spring 2024

Thesis Director

Sham'ah Md-Yunus

Thesis Committee Member

Daniel J. Carter

Thesis Committee Member

Peter S. Wiles

Abstract

This study investigates whether Prodigy improves student achievement in mathematics; whether Prodigy improves, specifically, math achievement of special education students, students of different ethnicities, and students of different genders. Further, the study wanted to explore student perceptions of Prodigy. The study was conducted in two fifth grade classrooms with a total of 31 participants. Two mathematics units were utilized to compare; one on multiplying whole numbers and the other on dividing whole numbers. In addition, participants completed a survey and a focus group interview to find out participant perceptions of Prodigy. Results reveal that the whole group scored higher in Prodigy (M=9.581, SD=4.048) compared to no Prodigy (M=5.419, SD=3.871). Similar results were reported in each of the subgroups. The same results were reported for each of the subgroups. The scores for Prodigy program are higher than no Prodigy. For the survey, participants showed an overall as well as within each subgroup positive view of Prodigy, with 112 Agree and Strongly Agree responses compared to 9 Disagree and Strongly Disagree responses. Almost all subgroups, especially by ethnicity, reported that they like and feel the Prodigy program helped them learn math better and enjoy using it in class. However, the male subgroup feels the Prodigy program is less interesting.

Download

Share

COinS