Date

7-2014

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Sandra Battige

Keywords

Mathematical Achievement, Teaching Experience, Teaching Styles

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Methods | Elementary Education and Teaching | Science and Mathematics Education

Abstract

The purpose of this causal comparative study was to determine if a statistically significant difference existed in the mathematical achievement of elementary students in classrooms led by teachers with different dominant teaching styles (Grasha, 1996) and varying years of teaching experience. Participants in this study included 29 upper elementary (grades 3-5) classroom teachers in an urban public school system located in Central Arkansas. Two one-way ANOVAs were used to compare the Arkansas Augmented Benchmark Examination's (AABE) mathematics scores of 855 students in upper elementary classrooms of teachers with varied teaching styles and years of teaching experience. A two-variable Chi-square analysis was used to determine if students' Academic Expected Performance (AEP) occurred more frequently with one teaching style than with another. The findings of this study revealed the AABE mathematical scores of students in classrooms with teachers using facilitator and delegator teaching styles significantly higher than students in classrooms of teachers using expert, formal authority, and personal model teaching styles. Students in classrooms with teachers with five or less years of teaching experience scored significantly lower than teachers with more than five years of teaching experience. The number of students who made AEP in mathematics who were taught in classrooms with facilitator teaching styles exceeded the number of students who were expected to make AEP in those classrooms.