A Study of the Effects of Differentiated Instructional Strategies with Rigor on below Average Student Achievement in the Algebra II Classroom and Their Attitudes toward Mathematics

Autor/in	Epps, Valerie Louise
Titel	A Study of the Effects of Differentiated Instructional Strategies with Rigor on below Average Student Achievement in the Algebra II Classroom and Their Attitudes toward Mathematics
Quelle	(2019), (155 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Southern University and Agricultural and Mechanical College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-0856-2260-8
Schlagwörter	Hochschulschrift; Dissertation; Individual Instruction; Educational Strategies; Academic Achievement; Algebra; Mathematics Instruction; Student Attitudes; High School Students; Secondary School Mathematics; Teaching Methods; Educational Objectives; Comparative Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Individuelles Lernen; Lehrstrategie; Schulleistung; Mathematics lessons; Mathematikunterricht; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel
Abstract	The purpose of this quasi-experimental, mixed method design study was to investigate the impact of Differentiated Instruction (DI) on student performance and achievement while implementing rigor in the Algebra II classroom. The call to increase rigor in high school classrooms increases daily, and educators are rethinking teaching and learning; the goal is to implement teaching models that are rigorous. DI strategies have been proven as pedagogical tools in high schools which have some positive effects on student learning outcomes and student achievement. Research in this study takes advantage of previous DI research studies to develop a theoretical framework suited for the investigation of student and teacher perceptions of DI, implemented with rigor by way of content, instruction, assessment, and the classroom atmosphere. The teacher-researcher wanted to determine whether there was a statistically significant difference in the means of the posttest scores of two classrooms; one with differentiated pedagogy, and the other with traditional pedagogy. To fulfill these purposes, the study tested the hypothesis utilizing an independent sample t-test. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01