Document Type



Doctor of Education


Educational Practice

Date of Defense


Graduate Advisor

Dr. Charles Granger


Dr. Keith Miller

Dr. Helene Sherman


Summer learning loss affects students to different degrees across curriculum areas. Traditional content review methods have often included workbooks or practice packets that lacked real-time feedback to the student. This study provided optional weekly online math and science review lessons to rising sixthgraders in two midwestern schools over the ten-week summer break. Students received both automated feedback from the online environment and teacher feedback in response to student questions or information students needed to acquire mastery. Students also had the opportunity to revise and edit their work. A test group, summer computer-based intervention group (SCBI), and a control group, completed a spring semester pre-assessment and a fall semester post-assessment to measure the change in math and science knowledge over the summer. The successful performance of the SCBI group on the post-assessment was statically significant when compared to the control group.