Accelerated Math 2 Essay
Accelerated Math II curriculum is one of the most rigorous in a small diversity high school in eastern Georgia. The control group consisted of 21 sophomore students, seven males and fourteen females. All ranged in ages from fourteen to sixteen. All of the students were regular education. All students were African American. The experimental group was 28 sophomore students, twelve males and sixteen females. Both groups were taught by the same teacher. The racial composition of this community is 54.4% African American, 38% Caucasian, 4.3% Hispanic, 1.8% Asian, and 1.5% of people of other races. There is a 10% unemployment rate. The educational attainment of the work force for residents ages 25 and over is as follows: 82.3% have a high school education
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To identify the students’ performance in mathematics and attitudes towards mathematics in terms of cooperative learning effects, the results show that higher levels of teacher implementation of the modified practices favorably influenced students' levels of classroom opportunity, involvement, reinforcement, and bonding to school. Levels of academic achievement were also increased
Their past performance on state math tests showed 90% passed at a basic performance level. The pretest assisted in determining the achievement levels prior to modifications. This assisted the researcher in avoiding predetermined assumptions about the students’ initial capabilities. The proof that an issue exist is the score measured against an identical posttest. Monitoring of students’ cognitive levels was done frequently, based on observations, quizzes, and projects. In addition to this the students completed a survey that ascertained the impact of cooperative
To identify the students’ performance in mathematics and attitudes towards mathematics in terms of cooperative learning effects, the results show that higher levels of teacher implementation of the modified practices favorably influenced students' levels of classroom opportunity, involvement, reinforcement, and bonding to school. Levels of academic achievement were also increased
Their past performance on state math tests showed 90% passed at a basic performance level. The pretest assisted in determining the achievement levels prior to modifications. This assisted the researcher in avoiding predetermined assumptions about the students’ initial capabilities. The proof that an issue exist is the score measured against an identical posttest. Monitoring of students’ cognitive levels was done frequently, based on observations, quizzes, and projects. In addition to this the students completed a survey that ascertained the impact of cooperative