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Relationships between the Algebraic ...

Saddler, Derrick.

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Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways./
作者:	Saddler, Derrick.
面頁冊數:	83 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3700355
ISBN:	9781321702699

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.
Saddler, Derrick.

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways. - 83 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--University of South Florida, 2015.

The purpose of this study was to compare the algebraic performance gains of high school students who enroll in an integrated mathematics course pathway (i.e., Integrated Mathematics I-II-III) to the algebraic performance gains of high school students who enroll in a subject-specific course pathway (i.e., Algebra I-Geometry-Algebra II). Several studies have been performed in which researchers examined relationships between mathematics outcomes and the course-taking patterns of high school students enrolled in subject-specific course pathways. However, there is little extant research in which researchers have investigated effects of content organization on students' learning and achievement. Therefore, this study addresses calls for more studies that examine the high school mathematics performance of students who learn from subject-specific and integrated course pathways. Data from a large scale observational study known as the High School Longitudinal Study of 2009 was used to compare relationships between the course pathways and students' performance on an assessment of algebraic skills. A pretest-posttest study design was used to statistically compare gain scores of high school students who learn from subject-specific course pathways to the gain scores of a comparable group of high school students who learn from integrated course pathways. Propensity score matching was used to reduce the threat of selection bias due to nonrandom assignment. The results revealed no statistical differences exist in the algebraic performance gains between high school students who learn mathematics from integrated course pathways and high school students who learn from subject-specific course pathways. Suggestions for future research are discussed.

ISBN: 9781321702699Subjects--Topical Terms:

641129
Mathematics education.

Relationships between the Algebraic Performance of Students in Subject-Specific and Integrated Course Pathways.
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