Browsing by Subject "Fifth grade (Education) -- Research"
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Item Before-School Intervention and Fifth Grade Mathematics Achievement(2012-04) Winaker, Matthew; Masters of EducationThe purpose of this study was to examine if a before-school mathematics intervention program would have an impact on student mathematics achievement. The study used a quasiexperimental pretest/posttest design to identify any effects of the before-school intervention program on the mathematics achievement of the participants. The instrument that was used to measure mathematics achievement was the Scholastic Math Inventory (SMI). The SMI is a computer-based assessment created by Scholastic. It is designed to measure all mathematical strands as outlined by the National Council of Teachers of Mathematics. The study began in November 2011 and concluded in April 2012. No significant improvement in mathematical achievement was observed for the students who participated in the intervention group. Future research on mathematical achievement could focus on the impact of an intervention program that focuses on struggling mathematics students. Future research could also incorporate an intervention program that lasts for an academic quarter or semester.Item The Effect of a Comprehension Strategy Intervention of Mathematical Word Problems on the Academic Performance of 5th Graders(2011-07) Rotondo, Jessica; Masters of EducationThe purpose of this study was to investigate the effects of a comprehension strategy intervention on the mathematical word problem performance of fifth grade students in the area of comprehension development. A pretest/posttest, quasi-experimental design was selected for this study. The class selected to participate scored the lowest out of the two math classes the researcher taught on the Maryland School Assessment for 2009-2010 in Reading and Math. All were performing below and almost below grade level in reading and mathematics. An additional math class also taught by the researcher served as the control group. Comprehension strategies for mathematical word problem solving were taught three days a week for 30-minute intervals from March 2011 to the first week of May 2011. Analysis of the data suggested the current study does not clearly support the implementation of the comprehension intervention; however, there were considerable differences between the pre- and posttest scores of the treatment group. Based on the results of this study, further research should be conducted at different grade levels and for a longer period of time to examine whether the use of a comprehension intervention involving mathematical word problems improves reading comprehension of mathematical word problems.Item Impact of Technology Games and Activities, Through CBI, on Multiplication Fluency(2014-05) Ronson, Kelly; Masters of EducationThe purpose of this study was to determine the effectiveness of a lunchtime intervention involving computer based multiplication practice for fifth grade students struggling with multiplication facts. This study, occurring over 4 weeks, used a pre-test/post-test design in which post-test scores were compared between groups. All students received regular education instruction in mathematics. Students in the treatment group (n = 6) participated in a Lunch Bunch Program 3 times a week. Students in the control group (n = 6) did not participate in the Lunch Bunch Program. The mean fast facts multiplication score, based off of the number of multiplication fact problems from 0-10 correctly completed in five minutes, was significantly higher for the Lunch Bunch group (Mean = 93.00, SD = 6.90) than for the control group (Mean = 68.33, SD = 16.77 [t(10) = 3.33, p < .05]. Limitations and implications for practice and future research are discussed.