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Examining Differences in VMath Score...

Johnson, Milan,

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Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools // Milan Johnson.
作者:	Johnson, Milan,
面頁冊數:	1 electronic resource (189 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
標題:	Educational technology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31490882
ISBN:	9798383684375

Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools /
Johnson, Milan,

Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools /Milan Johnson. - 1 electronic resource (189 pages)

Source: Dissertations Abstracts International, Volume: 86-02, Section: A.

The purpose of this quantitative ex post facto study was to determine if, and to what extent, differences existed in pre-and-post math scores following the VMath intervention for Title I 6th, 7th, and 8th graders in the Southwestern United States. Three research questions guided this study: (1) is there a statistically significant difference in pre-and-posttest VMath scores for Title I 6th grade students? (2) is there a statistically significant difference in pre-and-posttest VMath scores for Title I 7 th grade students? (3) is there a statistically significant difference in pre-and-posttest VMath scores for Title I 8 th grade students? The mastery learning model provided the basis for the theoretical foundation to execute this study. Archival data was collected from the participating school, specifically 46 paired (pre-and-post) assessment scores for 6th, 7th, and 8th grade. In addition, the researcher utilized a paired samples t-test to analyze the difference in assessment scores for each grade level and found a significant increase in scores, from pre to post. Specifically for 6th grade, t (45) = 5.98, p < .001, d = 0.88, there was a large effect. As for 7th grade, t (45) = 7.62, p < .001, d = 1.12, and also had a large impact. Lastly, for 8th grade, t (45) = 5.54, p < .001, d = 0.82, similarly to other grade levels, there was a large effect. This study contributed to the literature by examining the VMath program concerning Title I middle school students' math achievement, results indicated that following this math intervention there was a statistically significant mean increase in scores for the post-assessment when compared to the pre-assessment. The results from this study elicited multiple recommendations for future research.

English

ISBN: 9798383684375Subjects--Topical Terms:

517670
Educational technology.
Subjects--Index Terms:

Achievement gap

Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools /
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