The Effects of Instructional Coaching on Student Performance in Reading and Math of Elementary Students at a Selected School District
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The purpose of this quantitative study was to determine the effects of instructional coaching on student performance in reading and math. The sample consisted of 400 elementary students from a select school district in upper east Tennessee who were randomly selected for the study. One hundred males and 100 females who were taught by a teacher who received instructional coaching, and 100 males and 100 females who were taught by a teacher who did not receive instructional coaching were randomly assigned to each group. Data were collected from AIMSweb universal screeners for first through fifth grade students at three elementary schools. Data were analyzed using independent samples t-tests to assess the difference in student performance in different subject areas and among student subgroups. Data were also analyzed using a two-way analysis of variance to determine interactions between gender and instructional coaching on student performance. The results indicated a significant difference in overall student achievement, a significant difference in math performance, and a significant difference in special education when students were taught by coached teachers rather than non-coached teachers. Also, significant main effects were found for gender and teacher coaching status. Female students performed better than male students regardless of teacher status although, both genders tended to do better with coached teachers. No significant difference was found in reading achievement and minority status, regardless of teacher status.