The Difference in Geometry Achievement Between Students Who Utilize LFM Strategies and Those Who do not: A Nonequivalent Control-Group Pretest/Posttest Study
School of Education
Doctor of Philosophy in Education (PhD)
mathematics, mathematics education, mastery learning, achievement, secondary education
Nicol, Amanda, "The Difference in Geometry Achievement Between Students Who Utilize LFM Strategies and Those Who do not: A Nonequivalent Control-Group Pretest/Posttest Study" (2023). Doctoral Dissertations and Projects. 4126.
The purpose of this quantitative, quasi-experimental nonequivalent control-group pretest/posttest study was to identify whether there is a difference in Geometry achievement between students who utilize Learning for Mastery (LFM) strategies compared to those who do not at the high school level. This study provided insight into instructional and assessment strategies that may increase student achievement, understanding, and retention. Seventy-three high school mathematics students enrolled in Geometry courses, grades nine through twelve, from a suburban high school in Northwestern New Jersey were assessed in this study. Students were given a pretest, participated in daily classwork and instructional strategies for ten weeks, and given a posttest. Data were analyzed using the analysis of covariance and descriptive statistics. The study showed that, while there was an improvement in the experimental group’s mathematical achievement, there was no statistically significant difference in student achievement in mathematics between the control and experimental groups (p = .120). The researcher discusses the implications of the results and calls for additional research into the effects of LFM on student achievement in high school mathematics.