Ells, Daniel2016-05-202016-05-202016-05-19http://hdl.handle.net/11603/2889The purpose of this study was to compare student-led instruction on beginning of class warm ups to teacher led instruction on beginning of class warm ups. Would combining two known effective strategies prove more efficient for achieving maximum student comprehension in mathematics compared to the traditional method of direct teaching instruction? Two pairs of advanced math and standard math students participated in the study. One group from each level was exposed to one of the strategies for an entire math unit for approximately four weeks. Students completed a pre-test to set a benchmark to measure student growth. Each week students completed small assessments to show any short term growth, and at the end of the four week unit all students completed a comprehensive unit exam. The study showed that the null hypothesis was supported when comparing the assessments on academic growth between the two groups except during the week three assessment which rejected the null hypothesis. Therefore the results from the study show that further research needs to be done to determine the achievement benefits from student-led instruction during the beginning of class warm ups.29 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Student Led vs. Teacher Led Instruction on Warm UpsEducation -- Research papers (Graduate)Mathematics -- Effective teaching -- Research.Peer teaching -- Case studies.Mathematics -- Academic achievement -- Research.Text