Effects of Embedded Study-Skills Instruction on High School Students' Attitudes Toward Mathematics

Effects of Embedded Study-Skills Instruction on High School Students’ Attitudes Toward Mathematics by Alberta Diahann Flowers Banks MA, Kennesaw State University, 2001 BS, Mercer University, 1994 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 Abstract The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students’ attitudes toward mathematics. Metacognitive theory was used for this study’s framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative dataThe target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students’ attitudes toward mathematics. Metacognitive theory was used for this study’s framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students’ preand postinstruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected through a semi structured group interview to explore 6 students’ perceptions on how the intervention affected their attitudes toward mathematics. Open and axial coding strategies were used to develop themes. Quantitative results indicated no significant differences in students’ attitudes toward mathematics, while qualitative findings supported the use of the intervention to develop students’ positive attitudes in mathematics. A recommendation was that educators undergo professional learning opportunities to increase awareness of the impact of embedded study skills on student learning and how to use this instruction in lessons. Positive social change may occur if educators are provided with insight in embedded study skills that could improve students’ attitudes toward mathematics, which ultimately may encourage students to study higher level mathematics and to pursue mathematics-based careers. Effects of Embedded Study-Skills Instruction on High School Students’ Attitudes Toward Mathematics by Alberta Diahann Flowers Banks MA, Kennesaw State University, 2001 BS, Mercer University, 1994 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2015 Dedication I dedicate this study to my husband, Harry, and my daughters, Ashley and Skye. You have traveled this journey with me and provided support and love to keep me on the right path. Through many busy weekends and late nights, you have sacrificed your time and allowed me to dedicate the time needed to complete this study. Thank you for your prayers and abundant love. I appreciate you. Thank you for being my rock. Acknowledgments I would like to acknowledge the encouragement and guidance received from the Walden University community. Many thanks to my committee chairperson, Dr. Sarah Hough, for keeping me on the path to completion and always providing support. I would also like to thank committee member Dr. Kathleen Maury for providing valuable input in the writing process. Additional acknowledgements are made to my family, friends, and colleagues for their patience, understanding, and inspiration through years of coursework, research, and writing. Special thanks to my Sisters in Spirit. You both have been invaluable during this season.