Effects of Grouping on 4th Grade Mathematics Achievement
Effects of Grouping on 4th Grade Mathematics Achievement

Author: Brian Marinelli

Publisher:

Published: 2017

Total Pages: 142

ISBN-13:

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"Questions involving the equitable distribution of mathematics instruction have been addressed since at least the early 1990's. Since this time, little research has been conducted on the antecedents and effects of grouping elementary school students within homogenous mathematics groups. The purpose of this quantitative study was to compare the mathematics achievement of 4th grade elementary school students who were grouped in either homogenous or heterogeneous mathematics classes. A causal-comparative design was utilized in an attempt to find relationships between the independent variables of mathematics grouping level, sex, and ethnicity and the dependent variable of mathematics achievement. Data were analyzed using independent-sample t-tests, analysis of variance (ANOVA) and a multiple linear regression. Grouping was found to have little statistical significance on the mathematical achievement of 4th grade students within this study. The independent variables of sex and ethnicity were significantly associated with the dependent variable of mathematical achievement. There are many opportunities to further study the antecedents and effects of grouping elementary school students within homogenous mathematics groups. Other areas of research are: 1) what factors are used to group students into mathematics ability groups within elementary schools, 2) what factors determines how teachers are assigned to teach different levels of mathematics within elementary schools, and 3) at what grade level does sorting begin in mathematics."--Boise State University ScholarWorks.

The Effects of Practice and Working-practice Homework on the Math Achievement of Elementary School Students Showing Varying Levels of Math Performance
The Effects of Practice and Working-practice Homework on the Math Achievement of Elementary School Students Showing Varying Levels of Math Performance

Author: Jill Roper

Publisher:

Published: 2008

Total Pages: 194

ISBN-13:

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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.

Curriculum-based Monitoring with Diagnostic Analysis
Curriculum-based Monitoring with Diagnostic Analysis

Author: Roben Beyer

Publisher:

Published: 2008

Total Pages: 246

ISBN-13:

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The purpose of this quantitative study was to examine the effects of a homework intervention that included training parents on the use of a curriculum-based monitoring system (CBM), with and without diagnostic analysis. Participants were 20 fourth-grade students from a rural Northern Minnesota school and their parents. Parents consenting to the homework intervention were instructed on the use of Accelerated Math, a curriculum-based monitoring system with a diagnostic analysis (CBM+DA), during a three-hour training session. Students were matched to one of two conditions: a comparison group who only used Accelerated Math (CBM) or an experimental group that used Accelerated Math with diagnostic analysis (CBM+DA). Students in both conditions were pre- and post-tested using both STAR Math and NWEA Measures of Academic Progress (MAP). Descriptive and inferential statistics were completed to determine if achievement using Growth Index and Normal Curve Equivalent (NCE) gains/losses differed between students in each group. The results indicated the homework intervention had a significant effect on the mathematics achievement of fourth grade students when comparing the experimental group to the comparison group.

The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency
The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency

Author: Elizabeth Courtney Medlock

Publisher:

Published: 2020

Total Pages: 122

ISBN-13:

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All students must have opportunities to achieve high levels of mathematics learning, thus, organizational settings in the field of education should be carefully examined to determine the extent to which the instructional environment affects student achievement, growth, and application of grade level standards for students identified as economically disadvantaged. The purpose of this quantitative, causal-comparative study was to investigate differences in mathematical proficiency of economically disadvantaged fourth-grade students in departmentalized versus traditional instructional settings as measured by the 2019 Maryland PARCC mathematics assessment. A cluster sample of low-income fourth-grade students from 80 public elementary schools in a large, suburban school district in central Maryland was used to examine statistical differences in mathematical proficiency of the two settings across three dependent variables: (a) modeling, (b) reasoning, and (c) overall achievement. Archival data were collected from the instructional data division of the school district under study. An independent samples t-test was used to examine differences in group overall proficiency means based on instructional setting. Two Mann-Whitney U analyses were conducted to determine if differences in group modeling and reasoning medians existed based on setting. Results indicated economically disadvantaged students’ overall proficiency scores were statistically significantly higher in a departmentalized setting than in a traditional setting. There were no differences in reasoning and modeling scores based on setting. Implications for instructional practice and suggestions for future research are discussed.