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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
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 …
Personalized Geometry Instruction: A Mixed Methods Action Research Study Implementing An Adaptive Web-Based Learning Environment To Support High School Students’ Geometry Problemsolving Skills, Catherine D. Jordan
Theses and Dissertations
The purpose of this action research study was to evaluate the implementation of an adaptive web-based learning environment to personalize geometry instruction and practice for high school students at a private school in North Carolina. This study was guided by the following three research questions: (1) How and to what extent does implementing personalized geometry instruction and practice through an adaptive web-based learning environment affect high school students’ knowledge of geometry? (2) How does using personalized geometry instruction and practice through an adaptive web-based learning environment affect students’ motivation to learn geometry as well as their mathematics self-efficacy, anxiety, and …
Meeting Their Needs: The Algebraic Knowledge And Instructional Preferences Of Students With Learning Disabilities, Kayla Neill
Meeting Their Needs: The Algebraic Knowledge And Instructional Preferences Of Students With Learning Disabilities, Kayla Neill
Theses and Dissertations
Students with a learning disability (LD) are experts in their lived experiences within the classroom. Yet, little is known about the ways in which students with LD perceive their instruction in mathematics and whether this instruction meets their learning needs. Similarly, the mathematical thinking and content knowledge of students with LD is often excluded from the literature, particularly concerning algebraic concepts. Six high school students with LD from a large urban school district in the northeast United States participated in this two-part study. Semi-structured interviews were used to explore participants’ perceptions about their instruction within Integrated Co-Taught (ICT) mathematics classes. …
The Relationship Between I-Ready Intervention And Grade 8 Mathematical Achievement, Kenyatta Shanta Aldridge
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 …
The Relationship Between The Use Of Curriculum Materials And Inquiry-Based Pedagogy, Laura Jo Elzinga
The Relationship Between The Use Of Curriculum Materials And Inquiry-Based Pedagogy, Laura Jo Elzinga
Theses and Dissertations
Little change has resulted from decades of attempts at reforming the teaching of mathematics (Davis et al., 1990). This study involved approximately 43 teachers who had completed an inquiry-based professional development program prior to being provided with a new mathematics curriculum designed to support inquiry-based teaching. It analyzed the relationships between their implementation of the inquiry-based teaching and their use of the curriculum materials. A series of bivariate correlations were run to investigate the relationships between the professional development and aspects related to the implementation of the new curriculum. The factors being so inter-related, it was hypothesized that relationships would …
A Phenomenological Study Of The Lived Experiences Of African American Women In Undergraduate Stem Degree Programs, Vernon H. Smith
A Phenomenological Study Of The Lived Experiences Of African American Women In Undergraduate Stem Degree Programs, Vernon H. Smith
Theses and Dissertations
This applied dissertation was designed to provide a better understanding of the lived experiences of African American women in STEM undergraduate degree programs at a 4-year degree granting institution in the southernmost part of central Virginia. The central problem is that there is disparity between the number of African American women with STEM degrees and that of other races in the STEM job market. The existing literature has gaps in the research of African American women’s perception of undergraduate STEM programs. Further, the researcher posits there is a lack of consideration for diversity that is detrimental to the United States; …