MATHletes Challenge 2014: case study & pilot learnings
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Case study presentation of lessons learned from the MATHletes Challenge 2014 - the pioneering maths tournament for Ireland using Khan Academy. Includes the need for the challenge, competition structure, participation rates, and preliminary analysis of outcomes. Presented at Khan Academy Symposium, Dublin, Ireland September 27th, 2014. Find other presentations with tag KAireland or follow on twitter at #KAireland
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MATHletes Challenge 2014: case study & pilot learnings
- 1. CASE STUDY Camelia Shanahan, PhD Student, University of Limerick Kelly Kirkpatrick, O’Sullivan Founda@on // @MATHletes_ie #KAireland
- 10. ?
- 11. training with/Users/kellykirkpatrick/Dropbox/KK-‐NO Doc Share/MathletesKK/The Finals/GRAPHICS/LOGO FOR BAGS.pdf
- 16. Participation #s! secondary! 3rd year 9% 2nd year 27% 869,100 MIN TOTAL! Avg min/MATHletes: 296 (overall) v. 2,370(Ntl finalist) Easter break 334 teachers 276 schools 26 coun5es 3,000 students from 115+ schools 36% 64% primary! 5th class 25% 6th class 17% 1st year 22% 70% new to KA 85% new to KA
- 17. Individual v. school participation! Competed Individually! Competed w/ school! All participants! 7%! 93%! Provincial Finalists! 17%! 83%! National Finalists! 26%! 74%! Gender breakdown Girls! 54%! Boys! 46%! 44 56 %! %! 53% and.. 47% OVERALL! Provincial Finalists Na@onal Finalists 1 of 5 na5onal winners 1/3 of top 3 scorers …were girls
- 18. Slide: 5th Bo ! ys 71 Provincial Girl Bo finalists by gender! s 6th ys ! 44 56 Girl Bo National s ys 46 54 finalists by gender ! Girl s 29 1st Bo ys 45 Girl s 55 2nd Bo ys 42 Girl s 58 3rd Bo ys 67 Girl s 33 5th Bo ys 70 Girl s 306th Bo ys 57 Girl s 43 1st Bo ys 37 2nd Girl s 63 Bo ys 43 Girl s 57 3rd
- 19. Slide: ! Provincial finalists by gender! ! National finalists by gender !
- 20. P-‐value = 0.00005 < 0.05 P-‐value = 0.01 < 0.05 R-‐squared = 0.04 TREND R-‐squared = 0.04
- 21. Case Studies P-‐value = 0.0001 < 0.05 R-‐squared = 0.096
- 22. Slide: ! Need for external assessment pre-and-post for MATHletes 2015!
- 23. Impact!
- 24. Khan Academy Clubs! v 2.0!
- 25. KA users in Ireland 2013-‐ 2014 MATHletes
- 26. KA user engagement - US v Ireland! (Feb-May 2013/2014 YoY)! 2x engagement Y oY!
- 27. January 5th, 2015 mathletes.ie
- 28. 2015
Hinweis der Redaktion
- - Updated numbers for leaving cert and junior cert success PISA exam re. computer based learning Opportunities: Junior cycle reform, introduction of project maths.
- - Stats re. increase in STEM course applications - Skills gap
- - Khan Academy is free, its proven, why not try it in Ireland? Run some pilots with Khan academy…see what happens. -throw a bunch of stuff against the wall and see what happens
- Went to galway and said, we’lll run a maths camp. 4 hours, see what happens. Completely booked. Dozens on the waiting list. We said we must be onto something…what would happen if we did this every Saturday. 2 amazing teachers started running the clubs, with the help of several teachers in training and students looking to start their masters programme at Mary I – creating accounts, developing khan academy playlists for students, assigning them recommendations, and supervising them for the day. Galway education centres 100+ students each week. 90 minute carpools in from deep connemara to work on Khan Academy for 90 minutes. Like coderdojos, we started seeing that the social aspect was very important – kids who were from very small schools in rural Galways where they might be the only student good at maths were now coming in and meeting other kids who were good at maths. Maths camps at Athlone education centre for second level. Second level students were more self sufficient Great tutors run teacher-to-teacher information sessions at Education centres
- - Khan Academy is free, its proven, why not try it in Ireland? Run some pilots with Khan academy…see what happens. -throw a bunch of stuff against the wall and see what happens
- So…Khan academy seems to be working here in Ireland How do we take these individual champions, the networks and awareness that has started and amplify it? Now the question: how do we scale? How to we raise awareness at a grassroots level. Appeal to simple motivators: competition & prizes Appeal to STUDENTS
- MATHletes Challenge was born: tournament play model using Khan Academy. Makes maths FUN. Offer €20,000 in prizes. Math competition is not a new idea – the IMTA runs a brilliant one with over 1,000 students on 270 teams of 4 from secondary schools competiting. The Maths olympiad is the international standard But we wanted to make a competition that was fueled by Khan academy and online technology, we wanted to build the buzz and hype of a GAA all-ireland f, and we wanted to make it for everyone – not just the elite MATHletes, but for every student in a school who wanted to help their school vie for the title. Khan Academy is about meeting students wherever they are – we wanted to design a tournament that brought recognition to star academic students, but gave every student a chance to win. Can we become the BTYSTE for maths?
- How did it work? Schools & individual competition Classes 5th, 6th, 1st, 2nd, 3rd Used MASTERY rather than energy points to assess Weekly problem challenges & focus exercises assigned through recommendations Posted weekly leaderboards for 12 weeks Qualification for provincial and National final (familiarize self with criteria) In-person finals
- How did it work? Schools & individual competition Classes 5th, 6th, 1st, 2nd, 3rd Used MASTERY rather than energy points to assess Weekly problem challenges & focus exercises assigned through recommendations Posted weekly leaderboards for 12 weeks Qualification for provincial and National final (familiarize self with criteria) In-person finals Set structure…what happened? Once people started hearing about it, it took off. By the end of February, students had accumulated ¼ of a million minutes, but end of March, ½ million minutes Calls from parents if leaderboards were an hour late Awarded monthly cups to schools with national TV fimling and local TDs presenting awards to schools Over half (55%) of minutes spent out of class time. 900 hours over the easter holiday – 1 in 4 mathletes logged into KA on their easter break.
- The finals: partner institutions across Ireland. Entirely volunteer run. 3 events: speed test on Khan Academy, problem set exam, and real-world team test Partnered with the Think Academy, a startup focused on real life application of maths Made friends. Got trophies. 500 invited to the provincial, 150 at the national (30 per class for each of 5 classes)
- National finals – students traveled from all over ireland. 3 hours of tests in the morning, then viking boat tours in the afteroon, and awards. Mothers sent me in local newspaper clippings, students were interviewed on the radio. They were celebrities.
- School stats: Primary schools were 2/3 of those registered, but 12% of secondary schools (2200 primary and 700 secondary) Highest counties represented were galway (18%) dublin 17%, cork 11% and limerick 6.2%. Mayo, Kerry, Kildare, Tipperary, and westmeath had strong signups as well, with over a quarter of secondary schools in Tipp signing up 85% of those teachers were new to Khan Academy Students: 58% of participants were from secondary – schools were a main driver in signups, as were coderdojos 70% new to KA Nearly a million minutes spent on Khan Academy, with national finalist average 10X the average user. This tells us that there were “hyper engaged” students GET STATS
- Vast majority of competitiors also competed with their school – though individual competitors were over represented at the national finals Gender breakdown 50/50: girls are as competitive as boys.
- CAMELIA Gender breakdown by Class in the Provincials (left hand side) and Nationals (right hand side) in average very close to an equal representation. At Provincial Finals level, Boys were better represented in the 5th, 6th and 1st Class while the girls toped in the 2nd and 3rd Class. At National level, the ratios were somehow preserved, noticing a slight increase in the participation of Boys in the 6th Class (+14%) and a slight increase in the participation of Girls in the 2nd Class (+8%) comparing to their participation level in the Provincial final.
- CAMELIA Highest representation at the Provincial Test was from Leinster with a percentage of 44%, followed by Connaught, Munster and Ulster. The ratio of students representing Connaught that qualified to the National Finals was maintained, a change has been noticed as regards to the ratio of students representing Leinster and Munster to the nationals. An increase of 6% in students representing Leinster, due to a fall in representation from Munster province. This shows better preparation of Leinster students over the Munster students.
- CAMELIA We tested the hypothesis that students’ rank was affected by the length of study time spent on KA platform at Provincials and National level. The sample data included a total number of 367 students in the Provincial test and 150 students in the National Final. The null hypothesis was that the length of study time on KA does not influence ranking at 5% level of significance. Results: we observed a very small p-value of 0.00005 at Provincials and 0.01 at Nationals, both are less than 0.05 the significance level. There is evidence that the slope of the regression line is not zero, therefore we should reject the null hypothesis. However, R-squared of 0.04 is very small, telling us that our model does not fit data very well. Looking at the scatter plot and regression line, we can identify a trend given by the KAT coefficient. This trend indicates that the predictor variable KAT provides info about the response-Rank, even though the data points fall far from the regr. line. Conclusion: we reject the null hypothesis. There is evidence to support the theory that longer time spent on KA potentially would promote better results. R—squared so low is problematic when precise predictions are needed. Data contain a very high amount of unexplained variability 99.06%, which can be attributed to the unpredictability of human nature.
- CAMELIA We looked into the correlation between Mastery Skill points as a predictor for National Final score with a 5% significance level. The sample data included a total number of 150 students. The null hypothesis was that there is no relationship between the mastery skills and the scores at 5% level of significance. Results: we observed a very small p-value of 0.0001 which is less than 0.05 the significance level and R-squared of 0.096. Looking at the scatter plot and regression line, we can identify a trend given by the Mastery Skills coefficient. Conclusion: we reject the null hypothesis. The trend in data supports the theory that there is a relationship between the number of Mastery Skills and scores in the Nationals.
- Camelia The linear regression models identified trends, even though data shows noise and a high-variability. The trend shows that predictor variables such as Study Time spent on KA and mastery Skills may be used to provide info about the response – Rank or Score, but the response based on one predictor alone cannot be forecasted with accuracy. However, it is possible that additional predictors can increase the explanatory power of the models. Additional predictors may be: an external assessment prior to MATHletes 2015, availability of hardware and internet access during off-school hours, access to other learning resources. Another interesting statistical test could be performed to asses the correlation between scores in the pre-MATHletes assessment and scores in a post-MATHletes assessment. However, human behavior is unpredictable and very difficult to model (results are inline with other researchers findings). Practice makes you better, but not perfect… There are many other factors social and emotional that influence our performance. We could easily extend the “Black Swan Theory” when concerned with tests and exams…
- CASE STUDIES – have seen these through the day (Fingal), and you can talk to the MATHletes teachers and students around this afternoon and there will be another case study this afternoon by Fiona Farry Primary student jumps 2 standardised test categories (8 to 10) and from #10 to #1 in class. This student spent Another student in same class goes from 3 to 2. Secondary School Fingal Community College transformed through MATHletes. The school uses winnings & reallocates funds for a new computer lab to encourage online learning after MATHletes.
- Where have our pilots gone?
- What has MATHletes done for Khan Academy in Ireland? Use of tournament play
- Engagement in Ireland more than doubles in 1 year. Brings in line with US KA user Ireland vs US for the time period of the competition (Feb 1-May 23, 2014 with % increases comparing to the prior year for the same time period).
- 4th class to pre-leaving cert (5th year) Hope to include northern ireland MATHletes alumni will compete with their same accounts – more sophisticated scoring depending on the mastery skill that is achieved, competition within cohorts Looking for help and volunteers
- Build a community of star maths students – reunion with Connemara maths academy in August