Open Access. Powered by Scholars. Published by Universities.®

Digital Commons Network

Open Access. Powered by Scholars. Published by Universities.®

Educational Leadership

Theses and Dissertations

Theses/Dissertations

2021

Mathematics

Articles 1 - 2 of 2

Full-Text Articles in Entire DC Network

Factors That Contribute To Motivation And Student Achievement As Adolescents Transition From Elementary To Middle School Or Junior High In One Urban District In The Rio Grande Valley, Lizette Villarreal Longoria Dec 2021

Factors That Contribute To Motivation And Student Achievement As Adolescents Transition From Elementary To Middle School Or Junior High In One Urban District In The Rio Grande Valley, Lizette Villarreal Longoria

Theses and Dissertations

This study will examine factors that contribute to the decline in achievement scores in reading and mathematics when students transition from elementary to their first year in middle school or junior high school. It will test the hypothesis that motivation is not a function of mentors, academic support, teams, parental involvement, transition experience, math perception, and reading perception for students transitioning from elementary to middle school or junior high school. In this quantitative research study, data will be collected using a multiple linear regression analysis to examine the factors that contribute to motivation and the achievement score decline in reading …


The Relationship Between I-Ready Intervention And Grade 8 Mathematical Achievement, Kenyatta Shanta Aldridge May 2021

The Relationship Between I-Ready Intervention And Grade 8 Mathematical Achievement, Kenyatta Shanta Aldridge

Theses and Dissertations

A problem exists in using educational software as an intervention for middle grades mathematics. The rural middle school used an educational program to improve mathematical achievement; however, the effectiveness of this program was not evaluated. The e-learning theory served as the theoretical framework for this study. The purpose of this explanatory, sequential mixed methods design was to examine the relationship between the i-Ready intervention program and students’ mathematical achievement and to explore teachers’ perceptions of implementing the i-Ready intervention program. The participants included 48 Grade 8 students from one middle school. A series of bivariate correlations was conducted using the …