StarrMatica Learning Systems

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StarrMatica's Research Basis

"As a teacher, I know how important it is for teachers and parents to choose research-based resources that are aligned with standards to ensure effectiveness. Many areas of educational research inform and support the design of StarrMatica Learning Systems."

Emily Starr, fourth grade teacher and founder of StarrMatica

View a white paper describing the research basis for StarrMatica's Interactive Content (pdf)

Computer-assisted learning is an essential part of raising student achievement.

Studies have proven computer-assisted learning:

raises student achievement as measured by an increase in standardized test scores
increases student motivation
improves student attitudes towards learning
results in higher levels of self-efficacy
contributes to higher school attendance rates
increases time on-task
increases pro-social behavior

Effective programs have to contain five specific characteristics.

Research studies have defined five characteristics computer software programs possess which positively affect the cognitive processes of students as well as increase motivation resulting in improved student achievement. These characteristics are:

personalizing information
animating objects on the screen
providing practice activities that incorporate challenges and curiosity
providing a fantasy context
providing a learner with choice over his/her own learning

The greater number of characteristics a program possesses, the greater its effect on student achievement. StarrMatica’s lessons possess all five characteristics.

Teachers must be involved, "orchestrators" of technology rather than quiet observers of students in learning isolation.

Technology, specifically instructional software, has been proven most effective when integrated into classroom instruction. Students who experienced teacher-led standards-based instruction with technology showed higher overall gains than students who experienced the same curricula and technology in an isolated lab setting. StarrMatica was created as a curriculum resource to be integrated by teachers into daily classroom instruction.

Parents are an integral part of raising student achievement.

Parents must assist with curriculum mastery at home. Engaging in learning activities at home has the strongest effect on student achievement over any other form of parental involvement.

Schools whose teachers and schools reported high levels of parental involvement experienced a 50% higher growth of test scores compared with students whose teachers and schools reported low outreach.

Schools can increase student achievement by providing parents with instruction on how to help their children in at home learning activities that focus on academics and target specific skills. StarrMatica’s engaging, interactive practice can be used to work on classroom presented curriculum at home, which encourages daily parental involvement and creates a stimulus for teacher-parent dialogue.

StarrMatica’s content is based on a solid foundation in educational research and theory.

Content uses researched-based teaching strategies to ensure instructional effectiveness. These strategies include:

Connecting new learning to a student’s prior experiences and background knowledge
Giving real-life examples to establish a purpose for learning
Promoting on-task engaged learning with interactive animations, response required questions, and guided practice
Incorporating traditional effective learning tools such as manipulatives (base ten blocks, fraction bars, etc.), number lines, time lines, and graphic organizers
Using questioning strategies to focus student learning, requiring students to draw conclusions, and featuring more than one correct response
Explaining the theory behind mathematical processes as well as demonstrating specific problem solving procedures with a variety of approaches for finding an answer
Providing immediate feedback for practice activities
Promoting differentiated instruction by providing teachers with tools to use with students at different skill levels
Supporting learner choice by providing teachers with a method of instructional delivery with aligned practice that is appealing to students not attracted to traditional teaching methods

References:

Middleton, B.M. & Murray, R.K. "The impact of instructional technology on student academic achievement in reading and mathematics." International Journal of Instructional Media, 26(1), 109 (1999)

Cotton, K. Computer-assisted instruction. Northwest Regional Educational Laboratory. http://www.nwrel.org/scpd/sire/5/cu10.html (1992)

Bridgforth, Elizabeth and Cradler, John. Recent Research on the Effect of Technology on Teaching and Learning. http://www.wested.org/techpolicy/research.html

Traynor, Dr. Patrick L. "Effects of Computer-Assisted-Instruction On Different Learners" Journal of Instructional Psychology 825- 30(2), 137-143, 2003.

Downey, D.B. "Parental and family involvement in education." School reform proposals: The research evidence. Tempe, AZ: Education Policy Unit, College of Education. Arizona State University. (2002)

Westat and Policy Studies Associates. The longitudinal evaluation of school change and performance in Title I schools. Washington, DC: U.S. Department of Education, Office of the Deputy Secretary, Planning and Evaluation Service. (2001)

Starkey, P., & Klein, A. "Fostering parental support for children’s mathematical development: An intervention with Head Start families." Early Education and Development, 11(5), 659-680 (2000)