Kariuki, PatrickPhillips, Haley2016-06-012016-06-012016http://hdl.handle.net/11558/1058Master of Education (M.Ed.) ThesisThe 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-USMath instructionAcademic achievementHigh schoolAlgebraHome school programKingsport Area Christian Home Education Association (KACHEA)Master of Education (M.Ed.) ThesisThesis