Dissertation/Thesis Abstract

A Preliminary Study of Guided Math in Title I Elementary Schools
by Fielder, Katherine Roberts, Ed.D., Piedmont College, 2013, 170; 3610318
Abstract (Summary)

This study sought to provide a preliminary examination of the relationship between the implementation of Guided Math and student achievement in Title I schools as measured by the percentage of students who met or exceeded the standard for the Georgia Mathematics CRCT. The study examined data from thirty Title I elementary schools in one suburban Atlanta school district. The percentage of students who met or exceeded the standard on the Math CRCT increased from 2010 to 2011, after one year of Guided Math implementation, suggesting that Guided Math is working to close the achievement gap in the area of mathematics among African American and Hispanic/Latino students as well as economically disadvantaged students. However, there was not a statistically significant difference in the percentage of students who met or exceeded the standard from 2010 to 2011, p = 0.435, where significance occurs at p < 0.05. Because this study was a preliminary study to determine the results of implementing a Guided Math program after one year of implementation, the cohorts used for this study should be followed for several more years to see if their academic achievement continues to increase. Also, similar studies should be conducted on larger scale over longer periods of time in order to obtain a global picture of the effects of Guided Math on mathematics achievement

Indexing (document details)
Advisor: Shirley, Michael
Commitee: Palmour, Julie, Williams, Mitchell
School: Piedmont College
Department: School of Education
School Location: United States -- Georgia
Source: DAI-A 75/05(E), Dissertation Abstracts International
Subjects: Mathematics education, Elementary education
Keywords: Guided Math, Mathematics achievement, Minorities, Poverty, Title I schools
Publication Number: 3610318
ISBN: 978-1-303-70014-9
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