An integrated learning system and its effect on examination performance in mathematics

This paper estimates the effect of using Learning Expedition, an integrated learning system based upon computer assisted learning, on the performance of pupils in mathematics at ages 11 to 13. The study is based upon experience in one school during the first year of its introduction into the school curriculum. Multiple regression methods were employed to estimate the statistical relationship between the examination scores achieved by pupils at the end of the school year and the time spent using Learning Expedition, taking into account the influence of the initial level of attainment of each pupil as indicated by their NFER scores. Although initial level of achievement is the predominant explanatory variable of level achieved in the end-of-year mathematics examinations, time spent using the Learning Expedition computer programme was also found to improve performance significantly. The main conclusion is that ILS can lead to favourable outcomes through maximising the availability of this resource during the school day.