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The Impact of Singapore Mathematics ...

Dales, Nichole A.

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The Impact of Singapore Mathematics on Achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of Singapore Mathematics on Achievement./
Author:	Dales, Nichole A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	79 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27955014
ISBN:	9798641783666

The Impact of Singapore Mathematics on Achievement.
Dales, Nichole A.

The Impact of Singapore Mathematics on Achievement. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 79 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--Missouri Baptist University, 2020.

This item must not be sold to any third party vendors.

This study examined the impact of Singapore Mathematics on student achievement. The research consisted of both quantitative and qualitative data. For quantitative data, the growth of student achievement was measured by the Missouri Assessment Program which is a required achievement test to be taken by all students in the state of Missouri. This research consisted of two groups of students: one group consisted of two years of scores from third and fourth-grade students who used the traditional basal curriculum and the second group consisted of two years of scores from third and fourth-grade students who were taught using Singapore Mathematics curriculum. For consistency, both groups were evaluated in the same school. Student achievement data from the four years were assessed, as measured by the Missouri Assessment Program, and a Chi-square test was performed. From the data analysis measured by the Chi-square test a significant statistical finding was produced. The data showed that third and fourth-grade students who had been taught using the Singapore Mathematics curriculum had greater gains in achievement than third and fourth-grade students who learned mathematics using the traditional basal mathematics curriculum. Qualitative data that originated from a teacher questionnaire were also obtained and were coded based on common themes derived from the responses of the individuals being questioned. The topics evaluated were teaching strategies, professional development, and addressing the needs of diverse learners. While analyzing for commonality, other themes were made apparent within the research. Recommendations for future research focused on expanding the study to encompass more students, teachers, and districts in the United States of America.

ISBN: 9798641783666Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Achievement

The Impact of Singapore Mathematics on Achievement.
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500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
500 $a Advisor: Holschen, Carl.
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506 $a This item must not be sold to any third party vendors.
520 $a This study examined the impact of Singapore Mathematics on student achievement. The research consisted of both quantitative and qualitative data. For quantitative data, the growth of student achievement was measured by the Missouri Assessment Program which is a required achievement test to be taken by all students in the state of Missouri. This research consisted of two groups of students: one group consisted of two years of scores from third and fourth-grade students who used the traditional basal curriculum and the second group consisted of two years of scores from third and fourth-grade students who were taught using Singapore Mathematics curriculum. For consistency, both groups were evaluated in the same school. Student achievement data from the four years were assessed, as measured by the Missouri Assessment Program, and a Chi-square test was performed. From the data analysis measured by the Chi-square test a significant statistical finding was produced. The data showed that third and fourth-grade students who had been taught using the Singapore Mathematics curriculum had greater gains in achievement than third and fourth-grade students who learned mathematics using the traditional basal mathematics curriculum. Qualitative data that originated from a teacher questionnaire were also obtained and were coded based on common themes derived from the responses of the individuals being questioned. The topics evaluated were teaching strategies, professional development, and addressing the needs of diverse learners. While analyzing for commonality, other themes were made apparent within the research. Recommendations for future research focused on expanding the study to encompass more students, teachers, and districts in the United States of America.
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