Effects of Targeted, Small Group Instruction on Math Achievement

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.