Education Commons^™

Asynchronous Class For Algebra I Preparation, Hunter Garretson

Williams Honors College, Honors Research Projects

Algebra I is the first high school mathematics class students take making it an important building block in the student’s growing mathematical foundation. Mitigating any losses in knowledge over the summer by using educational review tools has been proven helpful in previous studies. Every student comes from a different background, socioeconomic class, ethnicity, culture, etc., allowing each student to have a different summer experience. A meta-analysis looking into the concern of Summer Learning Loss (SLL) found that while some of its sample size would make summer knowledge gains, more than half of the sample size was projected to suffer from …

Success Of Online And Face-To-Face Secondary Algebra I Students, Andrea Nicole Rohde

Walden Dissertations and Doctoral Studies

Research results from the past decade on the efficacy of online instruction for high school students varies. While many researchers suggested that younger students, mathematics students, and already struggling students who take online classes were underperforming compared to their classmates in the same course taken face-to-face (f2f), other researchers noted the advantages of online courses in providing flexibility, especially in pacing. Online education remains a popular course option for these learners despite the conflicting evidence of being able to truly support them in getting closer to graduation. Framed by Moore’s transactional distance theory, a nonequivalent group quasi-experimental design was used …

An Investigation Of Success Factors In A High School Algebra I Program, Sherri Kulpa

Dissertations

The purpose of this study was to investigate a high school Algebra I program through an examination of potential relationships among teachers’ beliefs about teaching and learning mathematics, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement in an Algebra I course. While a significant amount of research has focused on individual components of the study (e.g., instructional practices, academic self-concept), little research has been done to identify potential relationships between factors. Additionally, much of the available research focused on the elementary level leaving a gap in understanding how various factors were related to the success of …

A Regression Analysis Of South Carolina Algebra I End-Of-Course Exam Scores By Schedule Type, Dawn M. Smith

Theses and Dissertations

The purpose of this study was to examine the relationship between scheduling and first-year-high-school students’ exam scores on the South Carolina Algebra I End-of-Course (EOC) assessment. The study compared existing empirical data from two southeastern high schools from the same school district using 4 X 4 block schedules from 2011-2014 and modified block (A/B) schedules from the years 2014-2016. The study results included Algebra I EOC exam scores from the 3 years each school was on a 4 X 4 block schedule and for the 2 years each school employed a modified (A/B) block schedule. South Carolina Algebra I EOC …

Functional Motor Competence, Health-Related Fitness, And Injury In Youth Sport, Craig Elliott Pfeifer

Theses and Dissertations

In the United States there millions of youth who participate in sport.1-3 Unfortunately there is also a high rate of musculoskeletal injury in sport,4,5 accompanied by millions of dollar in medical cost.6 The development of functional motor competence and health-related fitness (HRF) is important as these two constructs are related to health, performance, and injury incidence in youth sport.7,8 It is assumed that children develop their movement ability and physical fitness as they age, however recent evidence suggests that youth functional motor competence and HRF decrease across childhood.9-13 An evaluation of functional motor competence gaining popularity among health and strength …

Eighth Grade Mathematics Intervention: Improving Student Self-Esteem And Content Knowledge Of Targeted Mathematic Skills, Stephanie Hart

Dissertations, Masters Theses, Capstones, and Culminating Projects

By eighth grade some students believe they are “not good” and never will be successful at mathematics. Discouraged by poor grades, negative feedback from teachers or demoralized by repeated academic failure, these students disengage from their mathematics classwork. In some cases, mathematics intervention classes are a last chance to get them back on track to qualify for Algebra I in 9^th grade. The purpose of this study is to identify strategies to reengage students by increasing their academic content knowledge in mathematics and boosting their self-esteem and sense of belonging in the school setting. The review of the literature …

Access To Algebra I, Gateway To Success: The Impact Of Eighth-Grade Algebra I., Emily Jean Skelton Darling

Electronic Theses and Dissertations

An understanding of Algebra I and the role that this foundational course plays as an entry to the college preparatory pathway in secondary education and its influence on mathematical achievement is an integral component for the education of American youth in the global world of science and technology. Achievements in high school curricula are cumulative; each course completed determines which paths will be open to the student and which postsecondary education options will be available. In today's world, these options are necessary for the competitive world market. Algebra I is the prerequisite course for subsequent high school math pathways. Students …

Examining Retention And Academic Success Among Community College Developmental Algebra I Students, Patricia B. Huber

Educational Leadership & Workforce Development Theses & Dissertations

An increasing number of community college matriculants enter college needing remediation in mathematics. This study examined factors that may affect student retention and academic success in a developmental Algebra I course at a community college, including demographic variables, life demand variables, pre-enrollment academic characteristic, self-regulated learning characteristics, and instructional methodology.

The study ran for two consecutive semesters and included 154 participants. Self-report measures were used to gain demographic information and information about students' beliefs about math and their self-regulated learning characteristics at the beginning of the semester. An elementary algebra pre-test was administered at the beginning of the semester with …

The Influence Of Teacher Preparation Programs On Student Achievement And The Use Of Nctm Standards And Principles In Middle School And High School Algebra I Classrooms, Denelle L. Wallace

Theses and Dissertations in Urban Studies

The impact of traditional and alternative teacher preparation programs on student achievement and the instructional delivery methods used in middle school and high school Algebra I classrooms was explored through a mixed method comparative design. The data analysis revealed that alternative teacher preparation programs are a viable avenue to explore in meeting the needs of public schools for providing qualified teachers in mathematics classrooms at the middle school and high school levels. Data from the standardized state test and district level quarterly assessments revealed no significant differences between groups on half of the achievement measures, but there was a significant …