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ERIC Number: ED559777
Record Type: Non-Journal
Publication Date: 2012
Pages: 85
Abstractor: As Provided
ISBN: 978-1-3033-2700-1
Self Regulated and Communal Learning Contexts as They Relate to Math Achievement and Math Self Efficacy among African American Elementary Level Students
Jackson, Shirley Faye Jackson
ProQuest LLC, Ph.D. Dissertation, Howard University
For decades, African American students, nationwide, have consistently scored much lower on math and reading achievement tests than their European counterparts, creating what is known as the "White-Black Achievement Gap". The purpose of the research was to determine if self regulated learning and communal learning contexts, either together or separately, would raise math achievement and math self efficacy scores among African American third and fifth grade students. One hundred-thirty students participated in the study, 66 girls and 64 boys from two local elementary schools. Intact classrooms of students were randomly assigned to one of four learning contexts: 1) High Self Regulated Learning, High Communal Learning, 2) High Self Regulated Learning, Low Communal Learning Context; 3) High Communal Learning, Low Self Regulated Learning Context; 4) and Low Communal, Low Self Regulated Context. Each participant completed a 30 minute Pretest/Posttest assessment of 2 measures: Math Achievement and Math Self Efficacy. Each group received five 30-minute intervention sessions. The 2 X 2 X 2 X 2 factorial design was analyzed using SPSS 19 to conduct an ANCOVA for Math Achievement and a Repeated Measures ANOVA for Math Self Efficacy. The results showed that students in the high communal learning context scored significantly higher on math achievement than students in the low communal learning contexts F(1, 113) = 5.718, p = 0.018. There was a main effect for communal learning and a 2-way interaction effect for both communal and self regulated learning. While fifth grade girls performed equally as well regardless of learning context, the study confirmed that the communal learning context was highly effective in boosting math performance primarily for fifth grade boys and the self regulated learning context was effective in boosting math performance for third grade boys. Although the combination of self regulated and communal learning context boosted math performance, it was not statistically significant. The Repeated Measures ANOVA showed that Math self efficacy scores remained high across all groups regardless of test performance and showed a marginal significant difference from pretest to posttest F(1,114) = 3.387, p = 0.06. The results of this study should bring educators one step closer to reducing the White-Black math achievement gap. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A