The Effects of Integrated Math Strategies and Traditional Math Strategies on Academic Achievement in a High School Algebra Class
Date
2016
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Abstract
The 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.
Description
Master of Education (M.Ed.) Thesis
Keywords
Math instruction, Academic achievement, High school, Algebra, Home school program, Kingsport Area Christian Home Education Association (KACHEA), Master of Education (M.Ed.) Thesis