Exploring the Effects of Grouping and Math Achievement of Fifth Graders PDF Download
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Author: Sheryl Johnston
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 74
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Book Description
Author: Sheryl Johnston
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 74
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Book Description
Author: Penny W. Valle
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 72
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Book Description
Author: Anne M. Stinnett
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 50
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Book Description
This study examines the effects of ability grouping on fifth grade students at 47 elementary schools in a large urban school district. Using disaggregated standardized test data that statistically measures achievement growth, this study analyzes gains among students assigned to prior achievement quintiles as compared to three grouping strategies: homogeneous, heterogeneous with special classes for advanced and special education, and heterogeneous ability groups. The findings suggest that the grouping strategies used in these schools are effective for the students at these schools. Most significant is that, on average, low achieving schools are grouping students in ways that are exhibiting positive gains among low achievers. Conversely, schools with large populations of high achievers are grouping in ways that are making gains among high achievers. Average students show similar gains among all three grouping strategies. Overall, the research and data suggest the importance of using multiple data sources, knowledge of students and school culture, as well as pedagogy to determine appropriate grouping strategies for particular schools.
Author: Stacie L. Rubin
Publisher:
ISBN:
Category : Single-sex classes (Education)
Languages : en
Pages : 258
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Book Description
Author: Susan M. Kegerise
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 204
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Book Description
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 326
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Book Description
Author: Carol Lynne Tieso
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 41
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Author: Dan Pangrazio
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 128
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Book Description
Author: Jill Roper
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 194
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Book Description
While homework has been an active research area, clear documentation of the effects of homework on academic achievement using students showing varying levels of academic performance has not been explored. The purpose of this study was to examine the effects of math calculation homework on the math performance of elementary school students demonstrating varying levels of achievement in math. The study also explored the effects of practice homework and a different type of homework, working-practice homework, which incorporated drill ratio procedures on math achievement. Ninety participants, who were all enrolled in the fifth grade at a Mid-Atlantic, suburban school district, completed the study. After completing a pretest, the participants were blocked into one of three achievement groups (top, middle, and lower) based on their pretest scores and randomly assigned either practice or working-practice homework for 6 weeks. The posttest results indicated no statistically significant differences between the two homework types overall or within each level of achievement group. Regardless of homework type assigned, participants on average demonstrated academic progress for the math calculation skills covered in the presence of instruction; however, between the level of achievement groups, the participants appeared to respond differently.
Author: Annie Lou Bade
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 74
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Book Description
The purpose of the study was to determine the effect that providing assigned roles when implementing cooperative learning had on math achievement in a 5th grade classroom. Specifically, the study looked at the gains in math achievement that occurred when students were assigned specific roles and tasks (recorder and includer) in cooperative learning groups in order to collect baseline data. All 23 students were then divided into groups of four and those groups were divided into 2 more groups, a comparison group and an intervention group. They took the post-unit assessment, which was the same assessment as the pre-unit. The researcher observed more on-task behavior with the intervention group students, but differences in test performance was not shown.
