Dr. Kent Steen

This study investigated the impact of web-based geometry applets on first grade students’ academic achievement as well as on student attitudes, behaviors, and interactions. The applets were created or reviewed as part of the MarcoPolo Education Foundation.

Thirty-one students were randomly assigned. Both groups studied identical objectives, but the treatment group used applets for practice unless a corresponding applet was not available. A pretest and posttest at both the first and second grade levels was conducted, as well as four mini-tests to investigate the impact of individual applets.

The pretests showed that the treatment group began lower than the control group, and at a significantly lower level (p < 0.05) on the first grade test. Posttest results showed that the treatment group outscored the control group on both grade level tests, though not at a significant level (p > 0.05). The treatment group had significant improvements (p < 0.05) on both grade level tests, while the control group only had significant improvements (p < 0.05) on the second grade level test.

The treatment group teacher recorded her daily thoughts regarding the applets and observations regarding student attitudes, behaviors, and interactions. She reported increased instructional time, repetition of practice activities, time-on-task, and feedback. She noted that students showed increased motivation and challenged themselves to higher levels.