Graduate Education Programs

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Browsing Graduate Education Programs by Subject "8th grade"

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    A Comparative Study of Students' Scores in Eighth-Grade Algebra 1 for Students Who Participated in a Seventh-Grade Rigorous Preparation Program and Those Who Did Not Participate at a Selected Junior High School in Tennessee
    (2022-04-09) Kyker, Lindsey; Kariuki, Patrick
    The purpose of this study was to compare students who participated in a rigorous seventh-grade Algebra 1 preparation program to those who did not participate at a selected junior high school in Tennessee. This comparison included several measures of achievement including semester 1 eighth-grade Algebra 1 grades, Algebra 1 benchmark scores, and Algebra 1 benchmark subscores (quantities, expressions and equations, linear functions, modeling linear functions, and quadratic and polynomial functions). The sample consisted of one eighth-grade Algebra 1 class where ten students completed sets of rigorous challenge questions accompanied by teacher feedback during their seventh-grade math class while the other eleven did not. All students in the sample participated in eighth-grade Algebra 1 during the fall semester. Data were collected at the end of the semester in the form of students’ semester 1 Algebra 1 grades and scores from two Algebra 1 benchmarks. Data were then analyzed using independent t-tests. The results indicated that there was no significant difference in students’ semester 1 grades, benchmark scores, and benchmark subscores between those who participated in the rigorous preparation program and those who did not. The results suggest that the rigorous preparation program may require adjustments in the instructional setting, format, and teacher feedback for it to have a more significant impact on students in eighth-grade Algebra 1.
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    The Effects of Using Classical Music and Traditional Teaching Strategies on Student's Academic Achievement in a Selected Social Studies Class
    (2016) Koruschak, Randy; Kariuki, Patrick
    The purpose of this study was to examine the effects of classical background music during work times and assessments versus traditional teaching methods in an 8th grade Social Studies classroom. The study also examined the academic achievement of males and females when subjected to classical background music. The sample consisted of an experimental and control group. The experimental had nine students white the control had nine students. Data were collected using a teacher made pre-test and post-test. The experimental group was taught a unit with classical background music during class work time and during the post test while the control group had no background music and was subjected to traditional teaching methods. Data were analyzed using a one way ANCOVA. The results indicated there was no significant difference in academic achievement for students who were in the experimental group and in control group. Two way ANCOVA results on gender when taught using classical background music indicated no significant different on academic achievement. The results suggest that classroom teachers need to be selective in selecting background music during work time.