The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researcher’s investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with proficiency scores. The study revealed that there was a significant intervention interaction with school, teacher, and grade. There was a significant interaction intervention for both proficiency and value-added scores for each of these three independent variables. In addition, the research revealed that the degree of implementation was a significant factor in students' achievement.

The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as a supplement to traditional mathematics instruction on achievement as measured by TerraNova achievement tests of third and fourth grade high-ability students. Gender, socioeconomic status, and grade level were also considered. The population consisted of 624 students who were third and fourth grade high-ability students during the 2009-2010 school year. Data were gathered that covered a 1-year period for high-ability third and fourth graders. A series of independent samples t-tests were used to identify relationship among variables. The researcher's investigation of the relationship between AM and mathematics achievement might assist educators in planning for use of technology as a supplement to the normal mathematics curriculum. The findings indicated measurable differences in the performance of high-ability third and fourth grade students who qualified for free and reduced priced lunch and participated in AM compared to high-ability students who qualified for free and reduced priced lunch and did not participate in the program. High-ability students who participated in the AM program and who qualified for free and reduced lunch scored significantly higher on the TerraNova math achievement test than students who did not participate in AM and who qualified for free and reduced lunch. There were also measurable differences in the performance of high-ability fourth grade students who participated in the AM program compared to those who did not participate in the program. Fourth grade high-ability students who participated in the AM program scored significantly higher on the TerraNova math achievement test than fourth grade students who did not participate in the program. This study indicated no significant findings among gender, students in grade 3, and students who did not qualify for free and reduced price lunch who did and did not participate in the AM program.