Date
10-2014
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Gary Kuhne
Keywords
education, gender, mathematics, remediation, socio-economical status
Disciplines
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Junior High, Intermediate, Middle School Education and Teaching | Science and Mathematics Education
Recommended Citation
Nix, Jason, "The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement" (2014). Doctoral Dissertations and Projects. 943.
https://digitalcommons.liberty.edu/doctoral/943
Abstract
Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students' achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students' achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed a significant difference between the non-remediation students and remediation students on post-test mathematics achievement while adjusting for the pre-test scores, therefore the hypothesis was rejected. In addition, this study examined the gender and socio-economical differences within the math remediation students. Gender was found not to be statically significant, while socio-economical differences were found to be statically significant.
Included in
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons
