Running Head: STUDENT WEB EVALUATION 1

Student Web Evaluation

Caitlin Troy

State University of New York College at Oneonta

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Introduction

The website is designed for algebra students at the Facing History School. There

are two algebra courses offered at the school: Algebra 1/2 and Algebra 3/4. The courses

are titled as such to demonstrate the one year or two year algebra track that students could

take. Algebra 1/2 is a synchronous course on the two year algebra track with Algebra 3/4.

Some students enter the school programmed into the two year sequence, and others

(based off of credits and performance on 8th grade state tests) are programmed into the

one year Algebra 3/4 track. Both classes cover in depth the topic of linear functions. For

this reason, I designed the website with the idea in mind of providing extra support to

students on this large unit of linear functions.

The website also includes resources and professional development in a distance

learning environment. The teacher resources sections demonstrates different technology

tools, softwares, and applications for teachers to use in their mathematics classrooms to

benefit student learning. I used Google Sites to create this webpage, as it is fairly simple

and accessible to use.

As mentioned, I work with 9th and 10th grade students at the Facing History

School. Roughly 60% of my school’s population has an IEP (Individualized Education

Plan) and large part of my population is or has been classified as an ELL (English

Language Learner) student. This means that a lot of students need individualized and

additional math help outside of the classroom. Unfortunately, due to extra-curricular

activities or outside commitments a majority of students are unable or don’t take

advantage of the tutoring times provided by their teachers. This website is designed to

meet the needs of the students outside the classroom and beyond.
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Options in learning on how students choose to cognitively engage in the material

can be supported with various technologies and resources. An option of non-traditional

ways to engage students could be the use of educational computer games. The Journal of

Computer Assisted Learning discussed a study involving the correlation between a

science video game and student learning. In this study participants completed a

diagnostic test before the trial, and again at the end, designed to assess competence in the

fraction concepts targeted by the game. The result showed that students who had access

to the game scored higher than a group who did not and by “looking at just students who

started with a lower level of fractions skills, greater improvement was seen in those that

had access to the game” (Maskek, 2017).

Another option on a way to best support student learning could be the

implementation of instructional online videos. Khan Academy is an online platform

offering educational videos and exercises around various math concepts. The

International Journal Of Education & Development Using Information &

Communication Technology studied five schools where teachers used Khan Academy.

The studied stated, “we found that the way Khan Academy functions as a digital learning

environment changes the ways and the degree to which students engage with and are

engaged by the math content; it also changes the way teachers and students interact with

each other” (Light, 2014). This differentiation, that can occur outside the classroom, can

support students by providing them a deeper understanding on math topics.

A final example of non-traditional activities that could be used to support students

are virtual manipulatives that support students in exploring math concepts. The

Australian Mathematics Teacher supports this idea of choice, “giving them (students)
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varied opportunities to foster a positive and successful approach to the study of

mathematics is critical, and can help them appreciate the relevance, usefulness, and

creativity of the subject” (King, 2017). A tool that can be used to engage students in an

innovative manner is the software Desmos. Desmos is a free online graphing calculator

that runs as a browser application or a mobile app. Desmos can graph equations and

inequalities, as well as other computational features like lists, plots, regressions, graph,

restrictions, and other graphing tasks. There are many benefits to Desmos and the journal

explains it well, “its emphasis on creativity, initiative, inquiry, exploration, and

independent work—all features of enriching tasks—can captivate students’ interest and it

certainly encourages a deeper understanding of some mathematical concepts” (King,

2017). There are many ways that technology can be used to maximize student learning

and provide a high cognitive engagement for all diverse learners.

Evaluation Survey

I gave the survey to students in my third period Algebra 3/4 class. I gave this to

this period because they typically have the best attendance out of all my classes. This

class consists of twenty 9th and 10th grade students. I used Google Forms to design this

survey to give to my students to analyze the effectiveness of my webpage. 18 students

ended up participating in the survey and it took them roughly 10-15 minutes to complete.

Evaluation Table 1
Student Centered Website

Using a scale of 1-5, with 1- being strongly disagree and 5- being strongly agree*
1 2 3 4 5

Q1 0 0 0 1 17
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Q2 0 0 0 3 16

Q3 1 1 1 3 12

Q4 1 1 1 3 11

Q5 1 3 3 2 9

Q6 0 1 2 5 10

Q7 1 2 3 7 5

Q8 0 2 6 6 4

Q9 0 0 2 4 12

Q 10 0 0 0 2 14

*Survey questions can be found in the Appendices.

Graph of the data:

Interpretation of the survey results

The detailed evaluation is provided in Appendix A. The results from the survey

demonstrate that the site was effective and beneficial for student learning. The

participants in the survey also demonstrated that the website itself was user friendly,
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accessible, and easy to easy. The links and content was relevant and working efficiently.

The content on the site was available and accessible for parents/guardians to use as well.

Based off student responses, I will strive to incorporate more diverse activities and

resources on the site. For example, a lot of the content on my site is educational videos. I

will try to keep researching helpful manipulatives, computer games, or study websites for

students to use as well.

Summary

I’ve learned from this experience is that designing, developing, and implementing

a website to benefit student learning is not as complex as I initially thought. There are a

plethora of technological tools and resources that are accessible and fairly simple for

teachers to use. I’ve realized that providing a, out of the classroom, resource of a website

for students is extremely important. Learning doesn’t stop when the bell rings after the

period is over, but it continues for our students over time. It’s equally as important to

support students outside the classroom as well as in it. I recommend to colleagues that are

interested in designing a classroom to not be afraid to step out of their comfort zone.

Designing a website takes time, and it’s a lot of trial and error. I would suggest to

teachers to give it a try and always be open to feedback from students. When you put in

diligent work on your website, it’ll be worth it for you and students.
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References

King, A. (2017). Using Desmos to draw in mathematics. Australian Mathematics

Teacher, (2), 33.

Light, D., & Pierson, E. (2014). Increasing Student Engagement in Math: The Use of

Khan Academy in Chilean Classrooms. International Journal Of Education &

Development Using Information & Communication Technology, 10(2), 103-119.

Maskek, M., Boston, J., Lam, C. & Corcoran, S. (2017). Improving mastery of fractions

by blending video games in the Math classroom. Journal Of Computer Assisted

Learning, 33(5), 486-499. doi:10.111/jcal.12194

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Appendices

Appendix A: Student-Centered Website:

# Question Response
(Number of students selecting response)
n = 18
1 2 3 4 5
1 The site is user friendly and easy to
navigate. (0) (0) (0) (1) (17)

1 2 3 4 5
The resources provided on the site are
2
relevant, important, and helpful to my
(0) (0) (0) (3) (16)
learning.
1 2 3 4 5
3 The information is well-organized and the
links are easy to access, view, and use. (0) (0) (3) (3) (12)

1 2 3 4 5
The information is relevant to what I am
4
learning in class and helps me with difficult
(1) (1) (1) (3) (11)
concepts.

1 2 3 4 5
5 The site positively motivates me to learn
and take on challenges in math. (1) (3) (3) (2) (9)

1 2 3 4 5
6
This site helps me with difficult concepts.
(0) (1) (2) (5) (10)

1 2 3 4 5
7 The site helps me communicate with your
parent/guardians. (1) (2) (3) (7) (5)

1 2 3 4 5
8 Parents can use the site to help them with
their child’s math work. (0) (2) (6) (6) (4)
1 2 3 4 5
9 Technological resources are evident on the
site. (0) (0) (2) (4) (12)

1 2 3 4 5
10 The site is helpful to me learning math
concepts. (0) (0) (0) (2) (14)
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A few common examples:

- “Have computer games”
- “Use what’s on the website during
class”
- “Hand outs with the videos
11
Any suggestions or areas for improvement? - “Nothing”
- “it’s good”
- “I like what you’ve made. I wish
my other teachers had this”
- “My mom likes this”
- “Other topics besides lines”
A few common examples:
- “I like the videos. Easy to
understand”
- “I liked the pictures!”
- “The tasks were cool. We don’t do
stuff like that in other classes”
- “The one video with you talking
12 What was your favorite aspect of the site?
was cool!”
Why?
- “I like desmos. I’m going to use
that on my other homework”
- “I like your tutoring times are there
for me to check”
- “The project because it’s better
than a test”
- “I’ll check out the helpful sites”