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Full-Text Articles in Science and Mathematics Education
The Impact Of Computer-Based Programs On Middle School Math Achievement, Kenyatta Gilmore
The Impact Of Computer-Based Programs On Middle School Math Achievement, Kenyatta Gilmore
Doctoral Dissertations and Projects
The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated …
Experiencing Success: A Hermeneutic Phenomenology Of Successful Remedial Mathematics Students, Kyle Ireland
Experiencing Success: A Hermeneutic Phenomenology Of Successful Remedial Mathematics Students, Kyle Ireland
Doctoral Dissertations and Projects
The purpose of this hermeneutic phenomenological study was to describe how students experience success in mathematics remediation at a four-year private institution in the central United States. Success in a remedial mathematics course was defined as one’s completion of a required remedial mathematics course having earned an overall grade of 90% or higher. The theories guiding this study were achievement goal theory and expectancy-value theory grounded in Bandura’s social cognitive theory. This theoretical framework provided a motivational framework for student success in a post-secondary, remedial mathematics course based on individual goals for completing the task, student self-efficacy beliefs, and the …
The Relationship Between Elementary Teachers' Background In Mathematics, Teaching Self-Efficacy, And Teaching Outcome Expectancy When Implementing The Common Core State Standards, Jennifer Stuart
Doctoral Dissertations and Projects
The purpose of this correlation study was to identify a possible relationship between elementary teacher background in mathematics as measured by completed college math credit hours, district-provided professional development hours of training in Common Core math standards, and years of teaching experience, and teacher efficacy in math as measured by personal teaching self efficacy and outcome expectancy. The sample in the present study consisted of 69 elementary (K-5) math teachers in a medium-sized semi-rural district located within a southern state. The data was collected using the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), an online survey that was sent to the …
The Effects Of Desmos And Ti-83 Plus Graphing Calculators On The Problem-Solving Confidence Of Middle And High School Mathematics Students, Edwin Montijo
Doctoral Dissertations and Projects
As technology in education continues to improve, research is necessary to assess the impact it is having on students’ confidence in the way students solve mathematics problems. The purpose of this quasi-experimental, non-equivalent control-group comparison study is to examine the impact the Desmos graphing calculator has on the problem-solving confidence of middle school and high school students as compared to students who use a TI-83 Plus graphing calculator while controlling for students’ math achievement scores. The students (N = 146) participating in this study were learning their respective mathematics material for an equivalent period of 12 weeks in order to …
Comparing The Effects Of Elementary Music And Visual Arts Lessons On Standardized Mathematics Test Scores, Molly King
Comparing The Effects Of Elementary Music And Visual Arts Lessons On Standardized Mathematics Test Scores, Molly King
Doctoral Dissertations and Projects
The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized mathematics test scores. Inferential statistics were used to compare the differences between test scores of students who took in-school, elementary, music instruction during the same semester state standardized mathematics tests were administered and those who took in-school, elementary visual arts instruction during the same semester standardized mathematics tests were administered. The students attended seven elementary schools in the same North Alabama school district. The research questions were: (a) Does participation in elementary school music lessons …
The Effects Of A Seventh Grade Mathematics Remediation Course On Student Achievement, Jason Nix
The Effects Of A Seventh Grade Mathematics Remediation Course On Student Achievement, Jason Nix
Doctoral Dissertations and Projects
Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students' achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students' achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed …
Mathematics Interventions: A Correlational Study Of The Relationship Between Level Of Implementation Of The Accelerated Math Program And Student Achievement, Deborah Walker Driesel
Mathematics Interventions: A Correlational Study Of The Relationship Between Level Of Implementation Of The Accelerated Math Program And Student Achievement, Deborah Walker Driesel
Doctoral Dissertations and Projects
Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education of all students. These laws require schools to provide interventions for struggling learners, as part of the Response to Intervention process (IDEA, 2004). Accelerated Math (AM), published by Renaissance Learning, is a scientifically based program designed to supplement quality instruction as part of the RtI process. This correlational study examined ex post facto data using pre and posttest scores on the STAR Math Test in relation to amount of classroom time dedicated to AM instruction …
The Effect Of Single Gender Instruction On Eighth Grade Students' Mathematics Achievement, David Hammel
The Effect Of Single Gender Instruction On Eighth Grade Students' Mathematics Achievement, David Hammel
Doctoral Dissertations and Projects
n the research study, this investigator utilized a non-experimental, causal-comparative design (ex post facto) with archival data to determine the real impact single gender instruction had on eighth grade students' mathematics achievement. The purpose of this study was to quantitatively analyze the benefits of single gender mathematics instruction for eighth grade male and female students, when compared against traditional coeducational instruction. Specifically, the researcher compared students instructed in single gender eighth grade mathematics classes with students taught in traditional coeducational classes by analyzing fall vs. spring Measures of Academic Progress (MAP) computerized mathematics test score means. Additionally, honors vs. non-honors …
Social Mathworking: The Effects Of Online Reflection On Algebra I Students' Sense Of Community And Perceived Learning, Patricia Allanson
Social Mathworking: The Effects Of Online Reflection On Algebra I Students' Sense Of Community And Perceived Learning, Patricia Allanson
Doctoral Dissertations and Projects
The purpose of this study was to determine if online reflections through social networking affect students' sense of community and levels of perceived conceptual learning in Algebra I courses. Social constructivism, connectivism, and computer-mediated communication in relation to reflective practices form the theoretical and practical framework for the use of Web 2.0 technologies in this investigation. A quasi-experimental nonequivalent control group design was used to examine Algebra I students' sense of community as measured by the Sense of Classroom Community Index, and perceived learning as measured by Perceived Learning Instrument. The sample consisted of 27 Algebra I students at a …
Teacher-Student Relationships And Student Achievement In Grades Six And Seven Math, Julia Britt
Teacher-Student Relationships And Student Achievement In Grades Six And Seven Math, Julia Britt
Doctoral Dissertations and Projects
This study analyzed the effect of teacher-student relationships on the Virginia Standards of Learning (SOL) math scores for grades six and seven. Data were studied to determine if an increase in student achievement was related to the often-overlooked interpersonal human relationships between teachers and students. The researcher expected to find a correlation between positive teacher-student relationships and an increase in standardized test scores. The researcher analyzed the data of student scores in rural middle school mathematics' class and teacher characteristics to determine if a relation existed between student achievement and positive teacher-student relationships. The American version of the Questionnaire on …
Math Education At Its Prime?, Natalie Benet
Math Education At Its Prime?, Natalie Benet
Senior Honors Theses
Three main problems with current math education are negative mindsets toward math, the lagging comparison with advanced education in other countries, and ill-equipped teachers and school systems. The consequences of these problems have impacted math education by convincing students that they do not need to try at math, filling countless classrooms with ill-qualified teachers, and overall lowering the quality of U.S. math education compared to the education of rest of the world. In order to correct these problems and reverse the present and future consequences, the quality of math education must be increased. This can be done by changing the …
The Effect Of Differentiated Instruction On Standardized Assessment Performance Of Students In The Middle School Mathematics Classroom, Kimberly Gail Williams
The Effect Of Differentiated Instruction On Standardized Assessment Performance Of Students In The Middle School Mathematics Classroom, Kimberly Gail Williams
Doctoral Dissertations and Projects
Changing demographics, student diversity, and increased accountability have compelled educators to challenge the uniform constraints of traditional instruction and create an environment focused on individual achievement. Differentiated instruction empowers teachers to target multiple learning styles through varied themes, adapted content delivery, and assessment options. This quantitative quasi-experimental research study examined the effects of differentiated instruction on seventh grade student performance on standardized mathematics assessments using a repeated-measures design. Two independent research trials, controlling for initial group differences with 2011 Texas Assessment of Knowledge and Skills (TAKS) scores, provided inconclusive assessment results. Significant differences between students who received differentiated instruction compared …
Comparing The Success And Experiences Of Developmental Algebra I Students, Christy Lowery-Carter
Comparing The Success And Experiences Of Developmental Algebra I Students, Christy Lowery-Carter
Doctoral Dissertations and Projects
Students enrolled during the spring 2011 and summer 2011 semesters taking developmental Algebra I were invited to participate in a study. Students were required to complete a researcher-made pretest prior to instruction, complete the course over the semester, and complete an identical posttest at the end of the course. The online students voluntarily completed a researcher-made survey. An ANCOVA analysis, using the pretest scores as a covariate, showed a significant difference between the online and seated students, as the online students scored significantly higher. The survey showed online students tended to utilize the captured lectures, with a larger percentage of …
Effects Of A Developmental Boot Camp: Improving Student Performance On A College Placement Test, Heather Hill
Effects Of A Developmental Boot Camp: Improving Student Performance On A College Placement Test, Heather Hill
Doctoral Dissertations and Projects
Nationwide, students are entering college unprepared for college-level work. Recent high school graduates are placing into developmental courses at an alarming rate. The purpose of this research study is to examine the effect of a developmental boot camp on standardized placement test scores of students enrolling at a community college in North Carolina. The study has a quasi-experimental non-equivalent control group design. Collected data will include participants' scores on the pretest and posttest placement test. A control group of eligible students who chose not to participate will be posttested for comparison. Instruments include ASSET® placement test and Computer-Adaptive Placement Assessment …