The effects of different mathematics course progressions on student mathematics achievement throughout the high school transition: a mixed methods study

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dc.contributorAtkinson, Becky M.
dc.contributorBoyle, Justin
dc.contributorLawson, Michael A.
dc.contributorSpector, Karen
dc.contributor.advisorZelkowski, Jeremy S.
dc.contributor.authorRichey, Ginger
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2018-07-11T16:49:42Z
dc.date.available2018-07-11T16:49:42Z
dc.date.issued2018
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThis study applies life course theory (Elder, 1998) to understand the effect of different mathematics course progressions throughout the high school transition period. The purpose of the study was two-fold: to investigate the effectiveness of two different high school’s mathematics course progressions by examining mathematics achievement throughout the high school transition; and to relate students’ experiences of their mathematics trajectory, formed by their mathematics course progression, to their transition to high school and throughout high school. Using mixed methods, achievement data from eighth to eleventh grade was evaluated from two Alabama high schools in the same school district. Independent samples t-tests, linear regression models, ANOVA, and ANCOVA were performed followed by interviews of three students from each school. Findings from this study indicate that there were significant differences in achievement at the two high schools at the beginning of the transition period and no significant differences in achievement at the end of the transition period. Significant predictors of achievement include prior achievement and the number of courses students took during the transition period. Furthermore, through student interviews factors that influenced student achievement were exposed. This study connects high school transition research with high school mathematics achievement research, and contributes to the lack of qualitative research of the high school transition.en_US
dc.format.extent229 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0002994
dc.identifier.otherRichey_alatus_0004D_13023
dc.identifier.urihttp://ir.ua.edu/handle/123456789/3679
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectMathematics education
dc.subjectCurriculum development
dc.subjectSecondary education
dc.titleThe effects of different mathematics course progressions on student mathematics achievement throughout the high school transition: a mixed methods studyen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Curriculum and Instruction
etdms.degree.disciplineSecondary Education
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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