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ERIC Number: ED490511
Record Type: Non-Journal
Publication Date: 2004-Sep
Pages: 100
Abstractor: Author
Reference Count: 140
ISBN: N/A
ISSN: N/A
Improving High School Mathematics Instruction: Using Constructivist Pedagogy
Neal, Kimberly L.
Online Submission
The purpose of this applied dissertation was to examine the effects of constructivist pedagogy when addressing the issues associated with below proficiency scores in basic skills in mathematics on the state exit exam. Scores of thirty-four 11th and 12th grade students who did not perform at the state-mandated levels of proficiency in basic skills in mathematics on the state exit exam were used for individualizing each of the student's instruction in the computer lab and for matching students together with strengths and weaknesses for peer-assisted instruction and group learning. Collaborative learning, cooperative learning, and computer-assisted instruction were used for a 16-week period. Results indicated that the applied dissertation program utilizing constructivist teaching strategies to improve mathematics outcomes for high school students was effective in two of the four identified outcomes. The program was effective in improving the scores of students repeating the state mandated exit exam and improving student motivation, however, the program was less effective in improving in-class achievement test scores. Nor was the program effective in improving classroom grades, in mathematics, of the students in the program. None-the-less, the pre- and post-test data did show an improvement for 91% of the students after implementation of the applied dissertation program. It is recommended that further research be completed using a student group not enrolled in a class set-up specifically for remediation of basic skills, that teacher in-service be provided on constructivist methods to enable the teachers to understand the importance of these methods and to correctly implement the use of them, that the class students are required to take, if they scored below standard on their first or second attempt on the mathematics subtest on the state mandated exit exam, be changed from a required elective to a suggested elective, and it is recommended that additional training be provided on technology use so that teachers can best provide programs that are tailored to the individual student's needs. (A student survey is appended to this document.) [An applied dissertation submitted to the Fischler School of Education and Human Services in partial fulfillment of the requirements for the degree of Doctor of Education.]
Publication Type: Dissertations/Theses - Doctoral Dissertations; Reports - Descriptive
Education Level: Grade 11; Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A