The Effectiveness of a High School Mathematics Remediation Program on Student Achievement PDF Download
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Author: Joseph Robert Kingsborough
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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.
Author: Joseph Robert Kingsborough
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
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.
Author: LaTonya Hamilton
Publisher:
ISBN:
Category : Competency-based educational tests
Languages : en
Pages : 62
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Book Description
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.
Author: Glenda Lee Sullivan
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 158
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Book Description
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.
Author: Roxanne M. May
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 48
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Author: Brian E. Ellis
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 176
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Advisor: John Gould, Ph.D.
Author: Sandra Kelly
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 119
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Book Description
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.
Author: Lorena G. Mummert
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 124
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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.
Author: Kambiz Borhon
Publisher:
ISBN:
Category :
Languages : en
Pages : 213
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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.
Author: Dustin B. Nuckolls
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 218
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Author: Debra Marie Ingram
Publisher:
ISBN:
Category :
Languages : en
Pages : 238
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