Date
7-2021
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Alan Wimberley
Keywords
attitude, deficiency, intervention, mentorship, virtual, elementary mathematics
Disciplines
Education | Mathematics
Recommended Citation
May, Tammy T., "Effects of Virtual Math Mentorships on Elementary Student Math Scores" (2021). Doctoral Dissertations and Projects. 3064.
https://digitalcommons.liberty.edu/doctoral/3064
Abstract
The purpose of this quantitative, quasi-experimental study was to examine the relationship between college students’ virtual math mentorships and instruction on third grade students’ math academic success. College students in teacher preparation programs investigated deficiencies in third grade students’ competency of math concepts as specified by state standards, and they designed lessons to address these challenges through weekly virtual meetings. Third grade teachers wanted to provide additional math supports for their struggling students, and this partnership between the college students and the third graders was the foundation of this study at four Title 1 rural elementary schools. This research is an extension of a previous investigation where only students’ attitudes towards math were documented, showing improvements after receiving targeted interventions from college mentors. For this study, an analysis of covariance (ANCOVA) was used, comparing six third grade classes, three with virtual math mentoring interventions and three without interventions. Pre and post standardized tests were used in the control and experimental groups, and from the data, it was determined that there was a slight difference in students’ math achievement scores as a result of the interventions by college students. Future research on elementary students’ math success should include: (a) the influence of parents, guardians, and teachers on students’ engagement in and focus on math skills, (b) the attitudes and instructional style of teachers, (c) the experience level of the teachers, (d) the gender and socio-economic status of students, (e) the strength of the relationship between a preservice teacher and elementary students, and (6) the social and emotional status of the students being tested in a non-pandemic year.
