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A Study of the Effects of Differenti...

Epps, Valerie Louise.

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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.

Record Type:	Electronic resources : Monograph/item
Title/Author:	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./
Author:	Epps, Valerie Louise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	155 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13864043
ISBN:	9781085622608

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.
Epps, Valerie Louise.

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. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 155 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--Southern University and Agricultural and Mechanical College, 2019.

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

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.

ISBN: 9781085622608Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Differentiated Instruction

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.
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500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
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520 $a 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.
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