Research affirmed that instructional strategies that promote English Language Learners’ (ELLs) Academic Language Proficiency (ALP) are essential in the primary grades for ELLs to succeed in school. This quantitative causal-comparative study relied on the premise of Vygotsky’s sociocultural theory and addressed to what extent Balanced Math instruction affected ELLs’ math performance in Grade 1 and Grade 2, as measured by STAR Math. This study examined the extent differences existed on STAR Math Scores and Student Growth Percentiles of ELLs in Grade 1 and Grade 2 based on exposure to Balanced Math instruction in a rural school district located in the Pacific Northwest. The Mann-Whitney U test examined the extent there were significant differences, p < .05 of the dependent variable, Student Growth Percentile, based on exposure to Balanced Math instruction. The results of the Mann-Whitney U were not statistically significant, U = 1034.50, p = .062, and the null hypothesis could not be rejected. ANOVA assessed if there were significant differences based on the alpha level p < .05 of the dependent variable, STAR Math Scaled Scores, based on exposure to Balanced Math instruction. The results of the ANOVA were not statistically significant, F (1,114) = 0.12, p = .729, &eegr; 2p = 0.00, and the null hypothesis could not be rejected. This study concluded there were no significant differences between ELLs who received Balanced Math instruction and ELLs who did not receive Balanced Math instruction.
|Commitee:||Smith, Angela M., Wright, Larry|
|School:||Grand Canyon University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 79/01(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Elementary education|
|Keywords:||Academic language proficiency (alp), Balanced math program, English language learners (ells), Vygotsky’s sociocultural theory|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be