| The purpose of this research was to determine if two periods of daily math instruction would positively impact the academic achievement of underperforming 7th grade math students. A total of 54 students, equally divided between the control and the treatment group, were selected for the study. Student selection was based on three measures which included: (a) end of year 6th grade math grades, (b) ranking of basic or below basic on the Spring, 2004 state math standards test (CST), and (c) results on the end of the district end of the year math criterion test.; Evaluation was based on a pre- and posttest summary of two groups of students for one semester. Pre- and posttest evaluation was based on three measures: (a) 6th grade 4th quarter math grade and 1st and 2nd quarter math grades, (b) a Likert scale survey to measure student's attitudes about math, and (c) a pre/posttest criterion referenced test. An analysis of covariance (ANCOVA) was utilized to determine if there is a statistically significant difference between the control and the treatment groups. The means were adjusted in order to compare the dependent variables of both groups.; Results of this study indicated the 2-period double math program did not statistically affect student attitudes about math or their performance on the math criterion test. The results did indicate that the 2-period double math program did significantly impact student's math grades. There size of the grade effect was large as indicted by their adjusted means, ( T = 2.47; C = 1.43).; The study lends itself to other curriculum areas and grade levels. Further research might include the measurement of other variables including but not limited to: (a) teacher training, (b) instructional strategies, (c) classroom management, (d) classroom curricula design, and (e) student performance on the state standards test. |
