| This study investigated the effect of an integrated teaching style on the mathematics performance of eighth grade students in a prealgebra class. The population for this study included all of the 48 eighth grade students in Abias Middle School in south Georgia. The study was completed in 6 weeks during the students third 9-weeks session of school in a prealgebra class. The instructional methods being used for the experimental group included three integrated teaching styles: direct teaching, mastery learning, and cooperative learning. These styles were integrated and used to teach the unit each day for 6-weeks during the study. The control group received their instructions from an integration of lectures as defined by Every School a Learner School Reform, individual work, and worksheets.; Findings revealed that mathematic scores over time did change in a statistically different as a function of instructional method. Students taught using the integrated teaching styles, direct teaching, mastery learning, and cooperative learning, scored higher when compared to the students' scores in the control group. The results indicated that students receiving instructions via integrated teaching styles (direct teaching, mastery learning, and cooperative learning) performed better than students who received their instructions using lectures as defined by the Every Student a Learner School Reform, individual learning, and worksheets. |
