With the implementation of the No Child Left Behind (NCLB), all schools are held accountable for student achievement. One southern US Title I school failed to meet NCLB mandated math standards for several years and was placed on program improvement. The purpose of this study was to compare math achievement of 34 students in fifth grade using differentiated instruction via Math out of the Box (MOOTB) and math achievement of 34 students in fifth grade using traditional textbook instruction. A second purpose was to determine if there was a difference between student attitudes toward math relative to confidence, value, enjoyment, and motivation. The theoretical base for this study is rooted in the works of Gardner's theory of multiple intelligences, Vygotsky's sociocultural theory, Bruner's psychological theory, Piaget's concrete operational theory, and Tomlinson's differentiated instruction theory. In order to examine the differences in math achievement based on the two instructional approaches, a quasi-experimental nonequivalent (pretest-posttest) control group design was implemented with scores analyzed using the one-way analysis of covariance. The univariate analysis of variance was used to compare the differences between MOOTB and traditional fifth grade students' attitudes toward math relative to confidence, value, enjoyment, and motivation. The findings from the study showed improvements in both instructional groups on MAP posttest, but differences between the groups on math scores were not significant. The main effect for socioeconomic status was significant. A significant difference in students' attitudes toward math relative to enjoyment was noted. This study has the potential to provide school systems with alternative ways to increase student achievement which is an important implication for social change.
|Commitee:||Cabrere, Nicole, Throop, Robert|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 72/11, Dissertation Abstracts International|
|Subjects:||Mathematics education, Elementary education, Teacher education|
|Keywords:||Differentiated instruction, Math out of the box, Mathematics achievement, Student attitudes, Traditional instruction|
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