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dc.contributor.advisorKariuki, Patrick
dc.contributor.authorPhillips, Haley
dc.descriptionMaster of Education (M.Ed.) Thesis
dc.description.abstractThe purpose of this study was to examine the effects of integrated math strategies and traditional math strategies on academic achievement in a high school algebra class. The sample consisted of five female and three male high school students who were enrolled in a home school program called Kingsport Area Christian Home Education Association (KACHEA). Data were collected using teacher-made tests. The students were administered a test after being taught using integrated math strategies, specifically Khan Academy. The data were analyzed using dependent t-tests. The results indicated a significant difference between students’ performance with fractions when taught by integrated methods and when taught using traditional methods (t(7)=-4.864. P<0.05). The results suggest that use of integrated math strategies is beneficial in teaching math.en_US
dc.subjectMath instructionen_US
dc.subjectAcademic achievementen_US
dc.subjectHigh schoolen_US
dc.subjectHome school programen_US
dc.subjectKingsport Area Christian Home Education Association (KACHEA)en_US
dc.subjectMaster of Education (M.Ed.) Thesis
dc.titleThe Effects of Integrated Math Strategies and Traditional Math Strategies on Academic Achievement in a High School Algebra Classen_US

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