NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
ERIC Number: ED570561
Record Type: Non-Journal
Publication Date: 2016
Pages: 101
Abstractor: As Provided
ISBN: 978-1-3690-0370-3
ISSN: N/A
Investigating the Effects of a Structured Writing Program in a Math Classroom: A Quantitative Study
Girsa, Heather
ProQuest LLC, Ed.D. Dissertation, Northcentral University
In a northeastern state eighth grade math students are struggling with meeting adequate yearly progress in math. The state's math proficiency in the school year 2013-2014 for eighth grade students showed that only 56% scored at grade level or above. The local problem addressed in this study is that 44% of a northeastern state's eighth graders are not meeting Adequate Yearly Progress in Math and teachers need effective strategies to help all students, regardless of gender and socio-economic status, master math skills. The purpose of this quantitative quasi-experimental case study was to analyze if the use of a structured writing program in an eighth grade math classroom would increase students' knowledge of math concepts, and if gender and socioeconomic status impacts knowledge scores. The sample was eighth grade students from two nonequivalent eighth grade math classrooms located in a small rural town in a northeastern state. Data collected were pretest and posttest scores from both the treatment and comparison group. The treatment group was given an 8-week, once weekly, specific math writing strategy intervention, while the comparison group did not receive writing interventions as instructional strategies. The intervening variables were gender and socioeconomic status. Math achievement was measured by the Northwest Evaluation Association (NWEA) math assessment, a 45-item test that measured areas of math knowledge in categories of algebra, number sense, statistics, and geometry. Study findings revealed no statistical significant difference in pre and posttests between the treatment group and comparison group. Research recommendations include further study to explore daily writing intervention in the classroom with a larger sample size and an extended intervention. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A