Impediments in the Implementation of iReady Program Instruction in Middle School

Education

The study delves into the impediments encountered in implementing the i-Ready Math Program at Aniak Jr/Sr High School in Alaska, USA. Motivated by the challenges hindering effective program implementation within the school setting, the research focuses on the relationship between academic performance and factors influencing implementation, particularly resource availability and alignment with curriculum standards. The study’s participants included students and teachers at Aniak Jr/Sr High School. The research employed a descriptive-correlational approach, utilizing a survey instrument to gather data. Descriptive statistics, specifically the weighted mean, were used to analyze the data, with inferential statistics conducting variance analysis set at a significance level of 0.05. Findings from the study revealed that alignment with curriculum standards and students’ academic performance, as measured by their grade point averages (GPA), were areas requiring improvement. It was discovered that factors such as teacher training, resource availability, and alignment with curriculum standards significantly impact the i-Ready program implementation. The study suggested crafting intervention programs focusing on these aspects to enhance implementation effectiveness. Moreover, the research highlighted discrepancies in the implementation of key aspects of the i-Ready program, such as student engagement and data analysis. The study recommends fostering open dialogue between teachers and students to address these discrepancies and improve program effectiveness. The results underscore the importance of continuous training and workshops to support teachers and students in effectively utilizing the i-Ready program, thereby enhancing academic performance and overall program outcomes.

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