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A Study To Determine The Effects Of A Spiral Mathematics Method Of Instruction On Fifth And Sixth Grade Achievement As Measured By The Texas Assessment Of Academic Skills Taas Test
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Book Synopsis A Study to Determine the Effects of a Spiral Mathematics Method of Instruction on Fifth and Sixth Grade Achievement as Measured by the Texas Assessment of Academic Skills (TAAS) Test by : Donna S. (Cope) Cole
Download or read book A Study to Determine the Effects of a Spiral Mathematics Method of Instruction on Fifth and Sixth Grade Achievement as Measured by the Texas Assessment of Academic Skills (TAAS) Test written by Donna S. (Cope) Cole and published by . This book was released on 1999 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2000 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Spiral Teaching in Mathematics on the Achievement of Sixth Grade Students by : Cathy L. Pruitt
Download or read book The Effect of Spiral Teaching in Mathematics on the Achievement of Sixth Grade Students written by Cathy L. Pruitt and published by . This book was released on 1981 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of "Math Pathways and Pitfalls" on Students' Mathematics Achievement by : Joan I. Heller
Download or read book The Effects of "Math Pathways and Pitfalls" on Students' Mathematics Achievement written by Joan I. Heller and published by . This book was released on 2007 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to assess the impact of "Mathematics Pathways and Pitfalls" ("MPP") on the mathematics that second-, fourth-, and sixth-grade students learn. The specific research questions that were addressed are: (a) What is the impact of "MPP" on students' knowledge of the mathematics topics addressed, compared to that of students using the regular math curriculum? and (b) How equitable is the impact of "MPP" on students' mathematics knowledge across levels of English language proficiency and entering mathematics ability? A cluster-randomized experimental design was implemented in five school districts. In the first year of the study, second-, fourth-, and sixth-grade teachers were randomly assigned within their school districts to either an experimental or a control group. The experimental group teachers were taught how to implement "MPP" during a six-hour professional development session. In the first year of the study, experimental group teachers substituted "MPP" for a portion of their regular mathematics curriculum. The control group teachers used their regular mathematics curriculum, and received whatever professional development they normally were provided during that year. A total of 99 teachers and 1,971 students participated in the first year of the study. The "MPP" Pitfalls Quiz was the primary instrument used to measure students' mathematical knowledge. A separate "MPP" Pitfalls Quiz was developed for each grade level. Items on the "MPP" Pitfalls Quizzes assess concepts and procedures that are known to cause difficulty for students. In addition to the "MPP" Pitfalls Quizzes, standardized mathematics achievement test score data were collected. Multilevel statistical models were used to analyze the achievement test data. These analyses showed that student math performance in "MPP" classes was higher than in non-"MPP" classes for all three grade levels. With respect to the impact of "MPP" on students' mathematics knowledge across levels of English language proficiency, we found that for second and fourth grades, "MPP" impacted ELL and non-ELL students equally. The effect size statistics (ESS) for second and fourth grade were 0.43 and 0.66, respectively. For sixth grade, "MPP" had a greater treatment effect for ELL students (ESS = 0.74) than non-ELL students (ESS = 0.28). Teachers expressed strongly positive opinions about the value of the program, including that their students understood the math topics in the lessons better than students in past years, and that "MPP" helped most of their students learn the math concepts and prevent pitfalls. (Contains 29 tables.) ["Mathematics Pathways and Pitfalls" materials presented in this document were developed by the Mathematics Case Methods Project/WestEd.].
Book Synopsis Fifth and Sixth Grade Configuration by : Tawayna L. Bell
Download or read book Fifth and Sixth Grade Configuration written by Tawayna L. Bell and published by . This book was released on 2010 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: When school districts determine grade configurations of their schools, traditionally academic achievement is not their focus. Instead, most grade configurations are based on student growth, existing facility capacity, and transportation requirements. Since school ratings are based on students' academic achievement, districts should be aware if they are minimizing their students' achievement by placing them in schools with ineffective grade configurations. This study evaluates the affect grade configuration has on fifth and sixth grade reading and mathematics achievement. State assessment results for schools of various grade configurations containing fifth and sixth grade levels were analyzed. Data were collected from years 2005 and 2006. The results between the two years varied. In 2005, there was a significant difference in mathematics achievement but not reading achievement. In 2006, there was a significant difference in reading achievement but not mathematics achievement. Further research is needed to determine the cause of the variance.
Book Synopsis An Examination of Flipped Instructional Method on Sixth Graders' Mathematics Learning by : Darren Ripley
Download or read book An Examination of Flipped Instructional Method on Sixth Graders' Mathematics Learning written by Darren Ripley and published by . This book was released on 2015 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a widely held belief among stakeholders in the field of mathematics education that we as a nation are losing ground when it comes to educating our students. In the past, technology has been used by educators to augment student learning. However, as we move deeper into the twenty-first century, the role of technology is beginning to change from that of supporting instruction to actively teaching students. Classroom flipping is an example of how technology can be used in this manner, and it has been posited that it could change the educational landscape forever. Classroom Flipping is the practice of taking direct instruction and moving it from the group learning environment to the individual learning environment (Mussalam, 2012). The concept of classroom flipping is a relatively new idea in the field of education, but is becoming increasing prevalent in the educational lexicon, as well as the research literature. Recent surveys in the field demonstrate an increase in the number of teachers, administrators and stake holders who are interested in the practice and believe it is a valid teaching method that will, for many content areas, become the preferred method of content delivery. Research in the field at the secondary and post-secondary level is becoming more readily available; however there has been very little published research at the elementary level. Research at this level is fraught with ethical, legal, and logistical difficulties. As traditional experimental methods are not always practical to educators and researchers, this study explored the use of a statistical method known as Propensity Score Matching (PSM). PSM enables researchers to use data from observational studies to create a “quasi-experimental” setting that mimics a randomized controlled trial in order to determine treatment effects (Rosenbaum and Rubin, 1983). PSM also has been shown to reduce the biases known to plague observational studies when attempting to use them to determine treatment effects. PSM relies heavily on the ability of users to establish covariate balance through the use of propensity scores, and this dissertation will provide readers with the criteria by which researchers can ensure covariate balance. For this study, statistical and graphical tools were used to determine that a 1:5 treatment to control group ratio, without replacement of control subjects, and with a .1 caliper distance used to match control units was optimal for the purposes of matching subjects. Second, utilizing PSM, this study determined that there were no statistically significant differences between the learning outcomes of sixth graders who have received a flipped learning experience and those who haven’t on a standardized assessment. This study utilized the data from a teacher in the Washoe County School District (WCSD) known to have used the flipped learning method with her sixth grade math students and compared their learning outcomes on the Math Criterion Reference Test (CRT) to other sixth grade students who did not receive flipped instruction in their sixth mathematics classes. Third, this study used survey responses from WCSD teachers who have flipped their math and science classes to explore their perceptions of (a) what constitutes a flipped classroom, (b) how student performance has changed as a result of flipping their classes, and (c) how their roles as educators has changed as a consequence of flipping their classes. The survey results showed that teachers’ beliefs about what constitutes a flipped classroom is consistent with the literature. They also believe that student performance has improved as a result of flipping their classes. Lastly, they believe their roles as educators have changed into more collaborative roles, where they are able to spend more time and explore deeper concepts with their students. This study will add to the growing body of literature around classroom flipping and Propensity Score Matching in educational research. Ideally, educational researchers will use this study as a starting point to continue and expand upon the ideas introduced in this study, and conclusively determine a concrete set of best practices both for educators choosing to flip their classes and educational researchers wanting to use PSM in their work.
Book Synopsis A Comparison of Georgia Criterion Referenced Competency Test Math Scores Between At-Risk Fifth Grade Students Receiving Computer Based Math Instruction and At-Risk Students Not Receiving Computer Based Math Instruction by : Katherine Arnold
Download or read book A Comparison of Georgia Criterion Referenced Competency Test Math Scores Between At-Risk Fifth Grade Students Receiving Computer Based Math Instruction and At-Risk Students Not Receiving Computer Based Math Instruction written by Katherine Arnold and published by . This book was released on 2013 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This causal comparative research study compared the mean score differences from two groups of fifth grade students. Both groups were identified at-risk, based on a curriculum based math measure and their 4th grade performance on the state assessment, for failure to meet math standards on the state assessment. The curriculum-based measure in this study was the 2011-12 AIMSweb Mathematic Concepts and Applications (M-CAP). Mathematics achievement was measured by scores on the 2012 math subtest of the Georgia Criterion Referenced Competency Test (CRCT). Each group received classroom instruction using Learning Focused Schools (LFS) math strategies. The treatment group received additional computer based math instruction. The computer based math instruction in this study was Individual Prescription for Achieving State Standards (iPASS). A correlation analysis examined the ability of the 2011-12 M-CAP fall cut scores to identify risk status measured by student scores on the 2012 CRCT math subtest. A second correlation analysis examined the predictive ability of the 2011-12 winter M-CAP target scores on the CRCT as indicated by the strength and direction of the relationship. Three research questions were investigated: (a) Is there a difference in the 2012 CRCT math scores between at-risk fifth grade students who participate in computer based math instruction and those who do not? (b) Are the 2011-12 fall M-CAP cut scores able to identify fifth grade students as at-risk to fail the math portion of the 2012 CRCT? (c) Are the 2011-12 winter M-CAP target scores able to predict fifth grade students' performance on the math subtest of the 2012 CRCT? To address these research questions this study first examined the effectiveness of computer based math concepts and applications instruction on student achievement and its viability as an effective intervention for students identified as at-risk to fail end of year state assessments. Secondly, this study investigated the ability of cur
Book Synopsis A Study of the Effects of Early Retention on Fifth Grade Achievement by : Arthur Frederick Ebey
Download or read book A Study of the Effects of Early Retention on Fifth Grade Achievement written by Arthur Frederick Ebey and published by . This book was released on 1981 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Students' Tracking of Their Learning Data and Overall Academic Achievement in Fifth-grade Mathematics by : Angela Van Sant Poag
Download or read book The Relationship Between Students' Tracking of Their Learning Data and Overall Academic Achievement in Fifth-grade Mathematics written by Angela Van Sant Poag and published by . This book was released on 2020 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are in a constant cycle of data collection to guide instruction and increase student achievement; however, students are not always involved in the data collection or discussion of their own learning data. The purpose of this correlational study was to explore the relationship between students’ tracking of their own learning data and their academic achievement in fifth-grade mathematics as measured by the aimswebPlus assessment. A convenience sample of 154 students from a middle school in a southern Tennessee school district participated in the study using archival data. A Pearson Product Moment Correlation was used to test the null hypothesis to describe the strength and direction of the relationship between students’ tracking of their own learning data as measured by a researcher-created instrument and their academic achievement as measured by the aimswebPlus assessment. It was discovered that no significant relationship was found between students’ tracking of their own learning data and their academic achievement in fifth-grade mathematics. It was concluded that the relationship between students’ fidelity to data tracking and their overall academic achievement could possibly have been significant if the teachers and students received more training on how to track data and use the data tracker notebooks and if students not only tracked their learning data but set individual learning goals based on the data. Since clearer training and the use of student-focused goals was considered as the next step in the process of using student data to increase their academic achievement and allow students to be leaders in their own learning, it would be helpful to conduct a study that seeks to determine the types of student data tracking tools and processes that are most beneficial to increasing student achievement.
Book Synopsis A Randomized Controlled Trial of Two Online Mathematics Curricula by : Haiwen Wang
Download or read book A Randomized Controlled Trial of Two Online Mathematics Curricula written by Haiwen Wang and published by . This book was released on 2011 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study applies a randomized controlled trial to examine the effects of supplemental instruction using two online mathematics curricula--DreamBox and Reasoning Mind. It is an independent evaluation intended to generate unbiased results that will help inform the ongoing development of a charter school network's hybrid instructional model, which supplements traditional face-to-face instruction with instruction provided via computer-based programs. It also provides evidence on the effect of supplemental online instruction on student achievement to contribute to a larger body of research on the topic. Two studies evaluating the effect of Reasoning Mind reached different conclusions. Using RCTs comparing Reasoning Mind with traditional mathematics programs, Weber (2003) found statistically significant effects on the Texas Assessment of Knowledge and Skills (TAKS) mathematics scores for seventh-graders in one school, while Waxman and Houston (2008) found significant effects on fifth-graders in three schools on mathematics test developed by Reasoning Mind, but not on mathematics achievement on the TAKS. There have been no prior experimental or quasi-experimental studies on the effects of DreamBox Learning. (Contains 10 tables and 5 footnotes.).
Book Synopsis The Effects of Differentiated Math Instruction on Fifth-grade Upper-level Learning Students by : Lindsay R. Schroeder
Download or read book The Effects of Differentiated Math Instruction on Fifth-grade Upper-level Learning Students written by Lindsay R. Schroeder and published by . This book was released on 2010 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine how differentiating mathematical instruction for fifth-grade upper-level learning students would impact their learning. The students were involved in mathematical challenges at their instructional level to see if they would show advancement with their mathematical knowledge and become more motivated in the classroom. This study used a pretest/posttest design during the fall trimester of the 2010-2011 school year. At the beginning of the study, the students were given an attitude survey to assess their feeling about mathematics an their current motivational levels in math class. They were also given a prealgebra pretest and the mid-year fifth-year grade assessment to determine what types of mathematical challenges would benefit them. After nine weeks, students were given the attitude survey again to determine if their attitudes and motivational levels about math class changed from the use of determine if their attitudes and motivational levels about math class changed from the use of differentiated math instruction. They were also given the prealgebra posttest, along with the mid-year fifth-grade assessment a final time to assess how much growth was made with their mathematical knowledge after receiving the differentiated instruction. During the study, the Iowa City Community School District's math curriculum. Everyday Math, was used as the main source of instruction and supplemental support was given through the book Real World Algebra, written by Edward Zaccaro. Assessments were given and data were collected on a regular basis through observation and the completion of the Everyday Math enrichment activities and the Real World Algebra practice pages. The data and results showed an increase in both the students' math skills and motivational levels in math class, which supported the hypothesis.
Book Synopsis The Relationship Between Reading and Science Achievement of Fifth Grade Students as Measured by the Texas Assessment of Knowledge and Skills Test by : Charles H. Ratliff
Download or read book The Relationship Between Reading and Science Achievement of Fifth Grade Students as Measured by the Texas Assessment of Knowledge and Skills Test written by Charles H. Ratliff and published by . This book was released on 2007 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bivariate analyses using the Pearson product-moment correlation technique were implemented to determine the strength and direction of the relationship between the reading and science achievements of the study group.
Book Synopsis A Study of the Implementation of a Middle School Math Program and Student Achievement by : Carla Simmons White
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:
Book Synopsis The Association Between the Use of Accelerated Math and Students Math Achievement by :
Download or read book The Association Between the Use of Accelerated Math and Students Math Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.
Book Synopsis Predicting Math Achievement Using the SMALSI as a Measure of Motivation and Learning and Study Strategy Use by : David Andrew Kahn
Download or read book Predicting Math Achievement Using the SMALSI as a Measure of Motivation and Learning and Study Strategy Use written by David Andrew Kahn and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the School Motivation and Learning Strategies Inventory (SMALSI) and the AIMSweb Math Winter Benchmarks to determine if they could be used by school personnel to identify students at-risk of low performance in mathematics. Previous research shows strategy use enhances math achievement and math fluency predicts math achievement. It was thought that if scores on the SMALSI and AIMSweb Math Winter Benchmarks were found to correlate to scores on the math subtests of the Woodcock-Johnson Tests of Achievement (WJ-III) and the TAKS Math Test, then this would provide evidence for using the SMALSI and AIMSweb Benchmarks for identifying students at-risk of learning problems in mathematics. Participants (n = 176) completed the AIMSweb Math Winter Benchmarks, the SMALSI, the math subtests of the WJ-III, and the TAKS Math Test. None of the scales of the SMALSI were statistically significant predictors of the variance in performance on the WJ-III when used individually. The Writing/Research Skills scale explained the most variance as an individual predictor. When all nine scales were used as predictors, they explained a statistically significant portion of the variance on the WJ-III, with the Reading/Comprehension Strategies scale being the most significant predictor. The level of learning and study strategy use predicted more of the variance in performance on the WJ-III for students in Fifth Grade than for students in Third and Fourth Grade, even though the level of strategy use remained the same across the three grade levels. In general, females reported using more learning and study strategies and more anxiety during test-taking situations while males reported lower academic motivation and more attention/concentration difficulties. Finally, the AIMSweb Math Winter Benchmarks explained a statistically significant portion of the variance in performance on the WJ-III and the TAKS Math Test. Based on these results, the SMALSI would be a useful screening tool for identifying students who require explicit instruction of learning and study strategies designed to enhance math achievement, and the AIMSweb Math Winter Benchmarks would be a useful screening tool for identifying students at-risk of academic difficulties in mathematics.
Book Synopsis Evaluating the Impact of Supplemental Online Math Instruction and Intervention by : Craig R. Tornquist
Download or read book Evaluating the Impact of Supplemental Online Math Instruction and Intervention written by Craig R. Tornquist and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.
Book Synopsis The Impact of Flipped Instruction on Fifth Grade Mathematics by : Nicole Holmes
Download or read book The Impact of Flipped Instruction on Fifth Grade Mathematics written by Nicole Holmes and published by . This book was released on 2018 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore how flipped instruction impacts academic achievement in fifth-grade mathematics. Data were collected from two fifth-grade classes attending the same school in the central valley of California. One fifth-grade class was taught in a flipped format. Students received direct instruction and independent practice for homework while classwork was used for students to solve complex word problems in small groups with their peers. The other class was taught in a traditional format in which students received direct instruction and independent practice in class, and were assigned problems to do for homework. A pre-benchmark assessment, daily digital quick checks, four unit assessments, and a post-benchmark assessment were given to both classes. The data from these assessments from both classes were analyzed. The results from the analyses showed that while both classes had a significant difference in achievement between the pre-benchmark and post-benchmark, students who received flipped treatment had a greater change. Results also indicated that there was a significant difference in scores on the digital quick check and the unit assessments. Flipped instruction students had greater achievement levels on all assessments than students who received traditional instruction. Results from the study, along with a discussion of results and limitations are presented.
