The Impact of Learning Stations on High School Students Ability to Solve Linear Systems of Equations

Abstract

The purpose of this study was to determine the impact of learning stations on high school students’ ability to solve linear systems of equations. The measurement tool was a performance assessment aligned with the Anne Arundel County Public Schools’ Algebra 2 curriculum. The study was a true experimental design with 22 participants in group A receiving the treatment and 18 participants in group B receiving the control over a two-week period. A pretest posttest design was used for comparison between group A and group B. The null hypothesis states that learning stations have no impact on high school students’ ability to solve linear systems of equations which was supported. Regarding the achievement gains between group A and group B, there was not a statistically significant difference. Research in the area of learning stations impacting math achievement should continue given the importance of engagement and differentiated instruction.