Effects of Targeted, Small Group Instruction on Math Achievement
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2019-07-11
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Masters of Education
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Abstract
The purpose of this study was to determine whether targeted, small group instruction would have an impact on mathematics achievement for Algebra I students. An assessment using released Partnership for Assessment of Readiness for College and Careers (known as the PARCC test) items was used as the measurement tool. The study took place in a high school in southeastern Baltimore County. There were three groups of five students pulled out of three different Algebra I classes. Data was collected for this study using a pretest/posttest design. A pretest was given in December 2018. The intervention took place for three months, occurring once a week for 30 minutes during Algebra I class times. At the end of the intervention, a posttest was administered to the participants. There was no significant growth from the pretest scores to the posttest scores.