東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining Differences in VMath Score...

Johnson, Milan,

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools // Milan Johnson.
Author:	Johnson, Milan,
Description:	1 electronic resource (189 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
Contained By:	Dissertations Abstracts International86-02A.
Subject:	Educational technology. -
Online resource:	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 /
LDR:03266nmm a22004573i 4500 001 2431973
005 20250624125422.5
006 m o d
007 cr|nu||||||||
008 261011s2024 miu||||||m |||||||eng d
020 $a 9798383684375
035 $a (MiAaPQD)AAI31490882
035 $a AAI31490882
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Johnson, Milan, $e author. $3 3821028
245 1 0 $a Examining Differences in VMath Scores Following Intervention Within Title I Middle Schools / $c Milan Johnson.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2024
300 $a 1 electronic resource (189 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 86-02, Section: A.
500 $a Advisors: Kimball, Reginald Committee members: Stimpson, Matt; Critchfield, Meredith; Ward, Jason.
502 $b Ed.D. $c Grand Canyon University $d 2024.
520 $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.
546 $a English
590 $a School code: 1582
650 4 $a Educational technology. $3 517670
650 4 $a Education. $3 516579
650 4 $a Elementary education. $3 641385
650 4 $a Educational evaluation. $3 526425
650 4 $a Middle school education. $3 969762
653 $a Achievement gap
653 $a Low-income
653 $a Socioeconomic status
653 $a Assessment scores
653 $a VMath scores
690 $a 0710
690 $a 0515
690 $a 0524
690 $a 0443
690 $a 0450
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $e degree granting institution. $3 3759077
720 1 $a Kimball, Reginald $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 86-02A.
790 $a 1582
791 $a Ed.D.
792 $a 2024
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31490882