Download or read book The Effectiveness of a High School Mathematics Remediation Program on Student Achievement written by Joseph Robert Kingsborough and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The landmark educational reform legislation known as the No Child Left Behind Act (2001) brought sweeping change to the educational establishment through clearly defined learning goals and equally clear consequences for poorly performing schools. The present study sought to determine the impact of a remediation program in mathematics at a suburban school district in southeastern Pennsylvania. A cohort of students italicn=63/underline that performed on their 8th grade PSSA mathematics assessment participated in a three-year remediation program that culminated with the 2010 PSSA in mathematics. Results via a Wilcoxin ranked sums test indicated that the overall impact of the remediation program was positive, however, individual strands of the program did not achieve a significant difference between the pre and postest. However, (17) of the participants were able to move from non-proficient to proficient and advanced at the conclusion of the remediation program.
Download or read book The Effect of a Title I Math Remediation Program on Student Achievement on the CRCT written by LaTonya Hamilton and published by . This book was released on 2010 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the mandate of No Child Left Behind (NCLB), increasing students’ test scores have become more pertinent in the education realm. Some schools are offering remedial math classes to provide support for students who are at risk for failure in math. One program implemented in a Title I school is a remedial math class during regular school hours. The purpose of this study was to examine the effectiveness of a school-wide Title I math remediation program on student achievement on the Criterion-Referenced Competency Test (CRCT). To show the effectiveness of the Title I remedial math program, the researcher compared the scores of middle school students who did not receive math remediation 2004-2005 and middle school students who received math remediation in 2005-2006. Since the critical value was calculated to be higher than the Chi-square, the results were not significant. Therefore, the null hypothesis was not rejected.
Download or read book The Effects of Mathematics Remediation on Entering High School Freshmen After Participating in a Remedial Mathematics Summer Camp written by Glenda Lee Sullivan and published by . This book was released on 2015 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study analyzed the effectiveness of a remedial mathematics summer camp on student achievement in mathematics for rising ninth graders in a rural Tennessee school district in Middle Tennessee. The researcher examined the subjects in terms of the categories of gender, ethnicity, socioeconomic status, and camp completion rates.
Download or read book The Impact of Mathematics Remediation on Student Achievement at Weedsport Junior Senior High School written by Roxanne M. May and published by . This book was released on 1991 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement written by Sandra Kelly and published by . This book was released on 2018 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quasi-experimental study was to determine if using Khan Academy as math remediation for fifteen minutes per day during a ninth grade Math I class would significantly affect student math achievement as measured by the North Carolina READY Math I End-of-Course Assessment. This quantitative study conducted at two rural high schools in West Virginia used remediation theory to make a comparison against a control population with the independent variable being grade level instruction only or grade level instruction plus math remediation using Khan Academy. The participants in the study included 131 ninth grade high school students taking a Math I class in a traditional classroom setting between October 2016 and May of 2017. The researcher collected data from students’ pretest and posttest scores on the North Carolina READY Math I End-of-Course Assessment. The original intent was to use analysis of covariance (ANCOVA) to reduce the effects of any initial group differences. However, the data failed to pass the assumptions necessary for ANCOVA or t-test. So, a nonparametric test, Mann-Whitney U, was used in the analysis. There was no significant difference in the posttest scores of ninth grade Math I students receiving regular instruction only and those receiving regular instruction along with Khan Academy for math remediation. Suggestions for further research are included.
Download or read book Effective Compensatory Education Sourcebook Project profiles written by Philip A. Griswold and published by . This book was released on 1986 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of the Renaissance Program of High School Students Mathematical Achievement written by Lorena G. Mummert and published by . This book was released on 2008 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effectiveness of the computer-generated Renaissance Accelerated Mathematics (RAM) program on student achievement in Algebra I Part I as compared to the traditional instructional setting. Using participant surveys, interviews, observations, and cumulative assessments, results demonstrated that the RAM program was strong in the area of individualized instruction. The participants indicated that students were retaining more information by using the RAM program. The test scores provided by the participants were similar in percentages for both the RAM program and the traditional instructional setting. Findings were inconclusive and did not reveal greater student achievement through the use of the RAM program over instruction in a traditional setting.
Download or read book EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM written by Brian E. Ellis and published by . This book was released on 2014 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould, Ph.D.
Download or read book Teaching Secondary Mathematics written by Douglas K. Brumbaugh and published by Psychology Press. This book was released on 2006 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grounded in research and theory, this text for secondary mathematics methods courses provides useful models of how concepts typically found in a secondary mathematics curriculum can be delivered, so that students develop a positive attitude about learning and using mathematics in their daily lives.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning at the Crossroads of Theory and Practice written by Piet Van den Bossche and published by Springer Science & Business Media. This book was released on 2012-03-21 with total page 247 pages. Available in PDF, EPUB and Kindle. Book excerpt: Core concepts in education are changing. For example, professional performance or expertise is not uniquely the fruit of specialist knowledge acquired at professional schools, but the sum of influences exerted by a complex web of continuous learning opportunities for which an individual is well (or ill) prepared by their schools and their workplace. The key contributory factors to professional expertise are how professional schools connect to professional practice, how schools prepare graduates for continuous learning, and how the workplace endorses continuous development. Thus, the question this volume addresses—how to design learning and working environments that facilitate the integration of these three elements—is at the heart of contemporary pedagogical theory. The authors also ask a second vital question: how do we educate learners that go on to maximize their life’s learning opportunities by regulating their own ongoing learning? Learning at the Crossroads of Theory and Practice argues that with the theory of learning at a crossroads, this is an unprecedented opportunity for learning about learning. The book sheds light on different elements of this challenge: integrating theory and practice in business education, generating and fully exploiting workplace learning opportunities, and enriching our classrooms by coupling theoretical knowledge with the richness of real-life experience.
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Methods in Educational Research written by Marguerite G. Lodico and published by John Wiley & Sons. This book was released on 2010-04-07 with total page 560 pages. Available in PDF, EPUB and Kindle. Book excerpt: Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation
Download or read book The Power of Technology for Learning written by Noah P. Barsky and published by Springer Science & Business Media. This book was released on 2008-09-23 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today’s dynamic global business environment where knowledge is a main asset and learning becomes the most important process, Business Education needs to employ the right practices to develop future leaders. Businesses require graduates that become true experts. But can business schools indeed create learning experiences that address the needs of the global marketplace? Can they teach students to build learning organizations? The articles in this volume detail successful approaches developed by business educators and researchers. The approaches have been implemented to solve real problems and to provide students with the ethical and analytical abilities they will need to both compete and contribute to the betterment of others. The thematic part of this volume focuses on the potential of interactive on-line activities to promote business and economics education. They demonstrate the benefits that learning technologies can bring and show how to overcome potential problem issues.
Download or read book Math Remediation for High School Freshmen written by Kambiz Borhon and published by . This book was released on 2015 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is an attempt to address the problem associated with a high percentage of freshman students, at a private Christian high school in Florida, who either fail Algebra 1 or pass with a low percentage rate. As a result, these students either retake Algebra 1 or continue on--being inadequately prepared to successfully pass Geometry and Algebra 2. This study concentrates on the student background knowledge of mathematics, which is among the causes associated with this problem, and proposes remediation. As such, a mathematics remediation course is designed and implemented for a select number of incoming freshmen. This study includes a correlational examination to determine a possible correlation between students' background knowledge of the middle school mathematics and predicts a possible failure or successful completion of Algebra I in high school. In addition, it purposes a two-stage evolution plan in order to determine the effectiveness of the design of the remedial course as well as its effectiveness. Undertaking the design evaluation, this study uses a mixed-modes design consisting of a qualitative (interview and observation) of a number of participants and a quantitative examination (survey) of a larger sample. The correlational study indicates that there is a positive and moderately strong correlation between students' background knowledge in (middles school) mathematics and their grades in Algebra 1. The evaluation concludes that students find the design of the MIP program helpful and aesthetically appealing; however, its usability did not meet the evaluation criteria. Furthermore, the MIP Program Manager and teacher are fully satisfied with its design, content, and components.
Download or read book The Effectiveness of Audiotutorial Tapes on Student Achievement in a Remedial College Mathematics Program written by Carolyn R. Allred and published by . This book was released on 1973 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Student Self beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
