The Effects of an Integrated Learning System (ILS) Using Incremental Time Allotments on Ninth Grade Algebra Achievement

Abstract

Integrated Learning Systems (ILS) have become increasingly popular since 1980, and research has indicated a positive influence on student success. This study considered the degree of linear relationship between time in minutes spent on the ILS and outcome achievement among ( n = 117) ninth grade, first semester algebra students. Regression analysis was employed regressing algebra achievement on the following variables: previous mathematics and verbal achievement, sex, and time on ILS. Evidence of a rectilinear relationship was indicated for time on ILS when time was included for nonalgebra subjects. Sex did not significantly contribute to the equation. The results imply that increased time on ILS results in proportional increases in algebra achievement even when ILS is used for as much as 40 percent of allotted class time.