I. What is the topic of your action research?

This research explores the impact of adaptive learning platforms on third-grade mathematics achievement, particularly in place value, whole number operations, and fractions. Since these skills are foundational in the Texas TEKS curriculum and assessed through STAAR, the study will examine whether technology-driven instruction enhances student learning and engagement. Research indicates that adaptive learning systems significantly improve mathematics achievement when integrated into regular instruction (Crowley, 2018).

II. What is the purpose of your study?

The purpose of this study is to determine whether adaptive learning platforms effectively support third-grade students in mastering key math concepts. By analyzing both student performance and engagement, this research aims to provide insight into the potential benefits of integrating these platforms into the classroom to enhance learning outcomes. Evidence suggests that adaptive tools personalize instruction and foster engagement, leading to improved learning outcomes (Crowley, 2018). 

III. What is your research question?

In what ways does the use of adaptive learning platforms impact third-grade students' mastery of place value, operations with whole numbers, and understanding of fractional units, as measured by TEKS-aligned assessments and STAAR performance?

IV. What is your research design? (Qualitative, Quantitative, or Mixed Methods)

Mixed-Methods Approach:

• Qualitative Data: Collect student and teacher feedback through interviews, surveys, and classroom observations to assess engagement, confidence, and conceptual understanding.
• Quantitative Data: Analyze pre- and post-test scores on TEKS-aligned assessments, STAAR practice test results, and adaptive learning platform analytics.

Adaptive platforms not only track detailed performance analytics but also provide valuable data for qualitative evaluation, making mixed methods a robust research design (Bang et al., 2023).

  a. Why did you choose this design?

As a third-grade math teacher, I know how important it is to find strategies that truly work for our students. That's why I've chosen a mixed-methods design for this study. By combining hard numbers from student assessments with real feedback from both students and teachers, we'll get the full picture of how these adaptive learning platforms actually perform in the classroom. The quantitative data will show us the concrete learning gains, while classroom observations and interviews will reveal the human side of the story - how students engage with the material and what the learning experience feels like for everyone involved.

This approach feels especially important in mathematics education, where success isn't just about test scores. While standardized assessments are valuable, they can't capture those "aha!" moments when a struggling student finally understands fractions, or the frustration a child might feel when faced with a challenging problem. Sometimes a student might ace every test but struggle to explain basic concepts, while another might have average grades but demonstrate deep understanding in class discussions. These contradictions help us understand if our classroom technology is truly serving its purpose, rather than just generating impressive-looking data.

V. What data will you collect?

• Quantitative Data: TEKS-aligned pre- and post-assessment scores, STAAR practice test results, and platform analytics (e.g., time spent on tasks, accuracy rates).
• Qualitative Data: Student and teacher interviews, classroom observations, and engagement surveys to gauge perceptions and experiences. The adaptive systems' design tracks student progress effectively (Bang et al., 2023).

VI. What types of measurement will you use?

• Achievement Measurement: Growth in student scores on pre- and post-assessments, improvement in STAAR practice scores.
• Engagement Measurement: Observational data, survey responses, and interview feedback to evaluate student attitudes toward learning with adaptive platforms. Studies suggest these platforms enhance engagement and motivation, particularly in younger learners (Jonsdottir et al., 2017).

VI. What is the focus of your lit review?

• The effectiveness of adaptive learning platforms in elementary math instruction, as evidenced by improved outcomes in diverse populations (Bang et al., 2023).
• Technology's impact on student engagement and confidence in mathematics (Jonsdottir et al., 2017).
• Personalized learning approaches and their role in addressing individual learning needs (Crowley, 2018).
• Research on TEKS and STAAR performance in relation to digital learning tools