Download or read book The Effects of a Standards based Mathematics Program on Student Achievement at a Suburban Public Middle School in the Midwest written by and published by . This book was released on 2006 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of a standards-based mathematics program, Mathscape, in one public middle school in Ohio. Achievement was measured using the Ohio Sixth Grade Mathematics Proficiency Test (OPT). Test performance was studied for three years prior to the implementation of the standards-based program (2000-2002) and compared to test performance for three years immediately after the program was implemented (2003-2005). Total raw scores from each group were compared as well as student responses to questions involving algebra, conceptual understanding, problem-solving, number relations. Sub-groups based on Terra Nova Achievement scores and gender were also used when making comparisons. The implementation of the standards-based program, Mathscape, showed no significant positive effects on student achievement in any area or category in this study. One sub-group of students who scored in the 89th to 75th Terra Nova National Percentile Rank had a significant difference in the area of number relations on the Ohio Proficiency Test. The students in this sub-group who were not taught using the Mathscape curriculum had a mean score that was 6.81% higher than the corresponding sub-group who were taught with the Mathscape program. This difference proved to be significant at p

Download or read book The Impact of Reform Instruction on Student Mathematics Achievement written by Thomas A. Romberg and published by Routledge. This book was released on 2008-08-15 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.

Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Positive School Engagement on Math and Reading Achievement in Midwestern Suburban Middle School Students written by Heather C. Phipps and published by . This book was released on 2011 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-07 with total page 576 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of a Standards based Mathematics Curriculum on Fourth and Fifth Grade Achievement in Two Midwest Cities written by George Ross Lachlan and published by . This book was released on 2003 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Computer based Programs on Middle School Math Achievement written by Kenyatta Gilmore and published by . This book was released on 2018 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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 that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.

Download or read book Short Medium and Long Term Effects of an Online Learning Activity Based OLAB Curriculum on Middle School Students Achievement in Mathematics written by Rusen Meylani and published by . This book was released on 2016 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Public mathematics education is not at its best in the United States and technology is often seen as part of the solution to address this issue. With the existence of high-speed internet, mobile technologies, ever-improving computer programming and graphing, the concepts of learning management systems (LMSs) and online learning environments (OLEs), technology-based learning has elevated to a whole new level. The new generation of online learning enables multi-modal utilization, and, interactivity with instant feedback, among the other precious characteristics identified in this study. The studies that evaluated the effects of online learning often measured the immediate impacts on student achievement; there are very few studies that have investigated the longer-term effects in addition to the short term ones. In this study, the effects of the new generation Online Learning Activity Based (OLAB) curriculum on middle school students' achievement in mathematics at the statewide high-stakes testing system were examined. The results pointed out that the treatment group performed better than the control group in the short term (immediately after the intervention), medium term (one year after the intervention), and long term (two years after the intervention) and that the results were statistically significant in the short and long terms. Within the context of this study, the researcher also examined some of the factors affecting student achievement while using the OLE as a supplemental resource, namely, the time and frequency of usage, professional development of the facilitators, modes of instruction, and fidelity of implementation. While the researcher detected positive correlations between all of the variables and student achievement, he observed that school culture is indeed a major feature creating the difference attributed to the treatment group teachers. The researcher discovered that among the treatment group teachers, the ones who spent more time on professional development, used the OLE with greater fidelity and attained greater gains in student achievement and interestingly they came from the same schools. This verified the importance of school culture in teachers' attitudes toward making the most of the resources made available to them so as to achieve better results in terms of student success in high stakes tests.

Download or read book On Evaluating Curricular Effectiveness written by National Research Council and published by National Academies Press. This book was released on 2004-11-12 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.

Download or read book Interactions Among Instructional Practices Curriculum and Student Achievement written by Daniel McCaffrey and published by . This book was released on 2003 with total page 517 pages. Available in PDF, EPUB and Kindle. Book excerpt: A number of recent efforts to improve mathematics instruction have focused on professional development activities designed to promote instruction that is consistent with professional standards such as those published by the National Council of Teachers of Mathematics. This paper describes the results of a study investigating the degree to which teachers' use of instructional practices aligned with these reforms is related to improve student achievement, after controlling for student background characteristics and prior achievement. In particular, the authors focus on the effects of curriculum on the relationship between instructional practices and student outcomes. They collected data on tenth-grade students during the 1997-98 academic year. Some students were enrolled in integrated math courses designed to be consistent with the reforms, whereas others took the more traditional algebra and geometry sequence. Use of instructional practices were measured through a teacher questionnaire, and student achievement was measured using both the multiple-choice and open-ended components of the Stanford achievement tests. Use of standards-based or reform practices was unrelated to achievement in the more traditional algebra and geometry courses. These results suggest that changes to instructional practices may need to be coupled with changes in curriculum to realize effects on student achievement.

Download or read book The Impact of the Math Workshop Model on Middle School Classroom Instruction and Student Achievement in a Southeast Suburban School District written by Crystal Heyward Gantt and published by . This book was released on 2020 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are faced with diverse populations, and determining the best way to meet the needs of all students has posed a challenge. This task has been compounded in math classes because nationwide, students have math deficits. The Math Workshop Model provides a classroom structure where the instructional time is chunked into three major components: mini-lesson, student centered, and closure. Each component is focused on strategically and purposefully introducing and practicing content at or near student ability levels. This multimethod research study investigated the impact of the Math Workshop Model on classroom instruction and student achievement in a southeastern suburban school district. The study examined seventh-grade students’ math MAP Growth scores on assessments before and after the implementation of the Math Workshop Model. A Repeated Measures ANOVA test was run to determine if the Math Workshop Model had a significant impact on student achievement based on four spring MAP assessments. Teacher survey data were used to gather information on how teachers use the Math Workshop Model and its effectiveness on student achievement. The results of the study showed that the Math Workshop Model has a significant impact on student achievement. Most subgroups of students’ MAP scores decreased as a result of receiving instruction through the Math Workshop Model structure. Gifted students’ scores increased when the Math Workshop Model was in place. Teacher perception surveys showed that teachers think using the Math Workshop is an effective strategy to increase differentiated instruction, student collaboration, student engagement, and student achievement.

Download or read book Relationships Among School Factors and Student Mathematics Achievement in Schools with High and Low Contact with the SIMMS Project written by Todd Robert Frauenholtz and published by . This book was released on 2001 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Proficiency with Online Learning written by Joseph L. Moran and published by . This book was released on 2020 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: The problem addressed in this dissertation is the low mathematics scores on state tests that leads to school districts having difficulty meeting overall student achievement requirements for accreditation purposes. The purpose of this study was to compare the progress on an interim common assessment of students who were enrolled in a MATH 180 remedial online course with the progress of those who were not enrolled in the course at a Midwest, suburban middle school. This dissertation was a culmination of research that involved the collection of quantitative data to measure the potential outcomes of one treatment. Three specific categories of students were identified to compare to the control group: gender, race, and socioeconomic status. If the data collected were found to be significant, online learning may serve as an asset for school districts struggling to maintain their accreditation. Further, a new approach that moved students along the continuum of learning at a faster pact than the traditional methods would also be beneficial not only for accreditation purposes but also for student success. The data collected were found to be inconclusive in two areas regarding the program's effectiveness to improve students' proficiency levels. Neither gender nor socioeconomic status (as measured by free/reduced lunch status) showed any significant difference from the general population; however, when considering race, Hispanic students did generate a mean score growth higher than those in the control group, indicating the program did have positive effects in this area. While online learning may prove to be an asset for school districts struggling to maintain their accreditation, and in this dissertation proved to be an asset for Hispanic students, the data ultimately did not support that being true for the intervention, MATH 180, with respect to gender and socioeconomic status in the school of study. Future studies may consider implementing other online learning platforms to support student learning as well as extending the duration of the study and the scope of the participants.

Download or read book A Study of the Implementation of a Middle School Math Program and Student Achievement written by Carla Simmons White and published by . This book was released on 2018 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Effects on Educational Achievement in Mathematics and Science 1985 86 written by Carolyn L. Arnold and published by Department of Education Office of Educational. This book was released on 1992 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the effects of both student and school characteristics on mathematics and science achievement levels in the third, seventh, and eleventh grades using data from the 1985-86 National Assessment of Educational Progress (NAEP). Analyses feature hierarchical linear models (HLM), a regression-like statistical technique that addresses the problem of students nested within schools by directly modeling within- and between-schools variation in achievement. Additionally, HLM allows examination of the impact of school characteristics on the relationship between student characteristics and achievement within schools. Following an executive summary, this report contains: (1) an introduction including information on the background and purpose of the study, a description of data sources and variables used in the analyses, and an outline of the methodological approach utilized; (2) a summary of the effects of school characteristics on mathematics achievement for each of the three grades with respect to the within-school model and the five between-school models; (3) a summary of the effects of school characteristics on science achievement for each of the three grades with respect to the within-school model and the five between-school models, enlarged with a comparison of mathematics and science results; (4) an extensive discussion of the findings in relation to methodological goals, grade level differences, school size, disassociation of socio-economic influences from race-ethnicity, tracking, gender differences, and teacher characteristics; and (5) appendices that include technical notes for the variables and the HLM methodology, descriptive statistics for selected characteristics, and supporting tables for the HLM results. In general, the school characteristics examined in the analyses provided better explanations for average achievement between schools than they did for the effects of gender, race-ethnicity, and socioeconomic status on achievement. (JJK)

Download or read book Standards based Mathematics Curriculum Versus Traditional Mathematics Curriculum written by Kelli Ruth Thomas and published by . This book was released on 2001 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of a Standards based Mathematics Curriculum on the Self efficacy and Academic Achievement of Previously Unsuccessful Students written by Cindy Chesley Shaw and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: