Academic Intervention: Acceleration and Remediation

Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state's annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math...

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Bibliographic Details
Main Author Franklin, Barbara Gail
Format Dissertation
LanguageEnglish
Published ProQuest LLC 2016
ProQuest Dissertations & Theses
Subjects
Academic Achievement
Achievement Tests
At Risk Students
Cognitive Development
Cognitive Style
Comparative Analysis
Educational Environment
Educational tests & measurements
Federal Legislation
Grade 8
Individualized Instruction
Instructional Design
Instructional Effectiveness
Intervention
Learning Processes
Learning Strategies
Learning Theories
Literature Reviews
Mathematics Achievement
Mathematics education
Mathematics Tests
Middle School education
Outcomes of Education
Pretests Posttests
Quasiexperimental Design
Remedial Mathematics
Social Promotion
Special Needs Students
Standardized Tests
Statistical Analysis
Student Needs
Teaching Methods
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Summary:Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the state's annual test faced impending retention. The purpose of this quasi-experimental study was to see if an intensive nine-week (55 min per day) remedial Math Connection (MC) class for 67 suburban, eighth grade students identified as at risk of failing, could significantly increase the scores; concurrently, at this Title I school, they were compared with 122 eighth grade students who were not identified as at risk of failing. The dependent variable was measured using the AIMSweb tests (nonmultiple choice answer format). A quantitative quasi-experiment of nonequivalent control group design, pretest and posttest, was used with the AIMSweb tests. When controlling for pretest scores through an analysis of covariance (ANCOVA), results indicated that there was no significant difference between the AIMSweb scores for the math class group as compared with the no math class group. Future studies need to consider both efficient and effective processes of instruction and assessment formats for the remediation of students at risk of failing the state's math summative assessment. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:1339739968
9781339739960