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Book The Effect of the Comprehensive Mathematics Program on Student Achievement Scores of Seventh Grade Students

Download or read book The Effect of the Comprehensive Mathematics Program on Student Achievement Scores of Seventh Grade Students written by Kathleen Morgan Roberts and published by . This book was released on 1992 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Impact of Concept based Mathematics Instructional Strategies on Seventh Grade Student Achievement

Download or read book Impact of Concept based Mathematics Instructional Strategies on Seventh Grade Student Achievement written by Katherine Annette Lawley Ellsworth and published by . This book was released on 2020 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.

Book PISA PISA 2006 Science Competencies for Tomorrow s World Volume 1 Analysis

Download or read book PISA PISA 2006 Science Competencies for Tomorrow s World Volume 1 Analysis written by OECD and published by OECD Publishing. This book was released on 2007-12-14 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: PISA 2006: Science Competencies for Tomorrow’s World presents the results from the most recent PISA survey, which focused on science and also assessed mathematics and reading. It is divided into two volumes: the first offers an analysis of the results, the second contains the underlying data.

Book The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement

Download or read book The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement written by Jason Nix and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 a significant difference between the non-remediation students and remediation students on post-test mathematics achievement while adjusting for the pre-test scores, therefore the hypothesis was rejected. In addition, this study examined the gender and socio-economical differences within the math remediation students. Gender was found not to be statically significant, while socio-economical differences were found to be statically significant.

Book The Effects of Alternate Day Scheduling and Daily Scheduling on the Achievement Scores of Seventh Grade Title I Mathematics Students as Measured by the Comprehensive Tests of Basic Skills

Download or read book The Effects of Alternate Day Scheduling and Daily Scheduling on the Achievement Scores of Seventh Grade Title I Mathematics Students as Measured by the Comprehensive Tests of Basic Skills written by Helen L. Leslie and published by . This book was released on 1980 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Middle School Mathematics Professional Development Impact Study

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

Book Middle School Mathematics Professional Development Impact Study

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

Book The Effect of Writing on Achievement in Mathematics

Download or read book The Effect of Writing on Achievement in Mathematics written by Louise E. Miller and published by . This book was released on 1997 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Investigates the impact of journal writing on the test scores of seventh-grade mathematics students.

Book Science Technology Engineering and Mathematics STEM Curriculum and Seventh Grade Mathematics and Science Achievement

Download or read book Science Technology Engineering and Mathematics STEM Curriculum and Seventh Grade Mathematics and Science Achievement written by Jamie Smith James and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the = .05 level to evaluate achievement data of students in two middle schools, one with a STEM program and one following a traditional mathematics and science curriculum. The archival data used in this study were TCAP Achieve NCE scores of seventh grade students in both STEM (n=281) and traditional mathematics and science classes (n=350) in order to determine achievement and growth from the 2011-2012 school year to the 2012-2013 school year. A+® LearningLinkTM formative assessment data were used to help determine to what extent STEM teaching and learning strategies impacted student achievement compared to the traditional mathematics and science classes from a school in the same district with similar demographics. The data analyses indicated that students enrolled in the traditional mathematics and science courses experienced significantly greater academic achievement and growth in both mathematics and science compared to the students enrolled in the STEM courses (p=.000). Additionally, the data results revealed the comparison (traditional) group experienced significantly greater academic gains in Quantile® scores for mathematical than participants in the STEM group (p=.002). These findings suggest that the pilot STEM program implemented within the Middle Tennessee School District was not associated with higher Math and Science achievement.

Book The Effects of Writing on Mathematics Achievement of Seventh grade Students

Download or read book The Effects of Writing on Mathematics Achievement of Seventh grade Students written by Jacqueline D. Eppes and published by . This book was released on 2000 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Mindset Mathematics Visualizing and Investigating Big Ideas Grade 7

Download or read book Mindset Mathematics Visualizing and Investigating Big Ideas Grade 7 written by Jo Boaler and published by John Wiley & Sons. This book was released on 2019-08-27 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Engage students in mathematics using growth mindset techniques The most challenging parts of teaching mathematics are engaging students and helping them understand the connections between mathematics concepts. In this volume, you'll find a collection of low floor, high ceiling tasks that will help you do just that, by looking at the big ideas at the seventh-grade level through visualization, play, and investigation. During their work with tens of thousands of teachers, authors Jo Boaler, Jen Munson, and Cathy Williams heard the same message—that they want to incorporate more brain science into their math instruction, but they need guidance in the techniques that work best to get across the concepts they needed to teach. So the authors designed Mindset Mathematics around the principle of active student engagement, with tasks that reflect the latest brain science on learning. Open, creative, and visual math tasks have been shown to improve student test scores, and more importantly change their relationship with mathematics and start believing in their own potential. The tasks in Mindset Mathematics reflect the lessons from brain science that: There is no such thing as a math person - anyone can learn mathematics to high levels. Mistakes, struggle and challenge are the most important times for brain growth. Speed is unimportant in mathematics. Mathematics is a visual and beautiful subject, and our brains want to think visually about mathematics. With engaging questions, open-ended tasks, and four-color visuals that will help kids get excited about mathematics, Mindset Mathematics is organized around nine big ideas which emphasize the connections within the Common Core State Standards (CCSS) and can be used with any current curriculum.

Book The Effects of Sports Participation on Academic Achievement for Seventh graders in Urban Pennsylvania

Download or read book The Effects of Sports Participation on Academic Achievement for Seventh graders in Urban Pennsylvania written by Jeffrey Steven White and published by . This book was released on 2021 with total page 97 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, causal-comparative study was designed to investigate the effect of students’ participation in middle school interscholastic sports on their academic success among urban middle school students. The body of knowledge about the effect of participating in sports on academic achievement is comprehensive at the high school and college levels, but limited research has been done regarding sports participation among middle school students. The participants for this study were drawn from a convenience sample of 366 seventh-grade middle school students in eastern Pennsylvania during the 2018-2019 school year; stratified random sampling was also used to create groups with equal male and female participants. There were 108 student scores used for each research question. The independent variable for both research questions was students’ participation in interscholastic sports programs. The dependent variable for both research questions was the students’ scores on the Pennsylvania System of School Assessment for reading and mathematics. The data were archival as student scores on the Pennsylvania System of School Assessment were from the 2018-2019 school year. Differences between the two groups were examined by conducting two independent sample t tests. The researcher was unable to reject the null hypotheses for RQ1 and RQ2 and concluded that there was no significant difference in academic achievement demonstrated on Reading and Mathematics PSSA scores between the two groups (i.e. athletes and non-athletes). Recommendations for further research on this topic are to include more participants from multiple schools, require a minimum amount of time for participation in a sport, and use course grades to determine academic success.