Pre and post tests, Mathematics II EOCT, student surveys, and an administrative interview were examined in the application of this approach to student learning. Table 3.3 shows the overall alignment of data collection methods with the study’s focus questions. Table 3.3: Data Shell Focus Question Literature Sources Type: Method, Data, Validity How are data analyzed Rationale How does the integration of vocabulary strategies into the mathematics curriculum increase low socio-economic students’ proficiency in mathematics? Department of Education and Skills (2004). U.S. Dept of Educ. (2007). National Math Advisory Panel. (2008). Skrla, L. (2009). Method: Pre / Post Benchmark Standardized Math 2 EOCT Type of Data: Interval Type of Validity: Content Quantitative: Dependent t-test Effect size r Pearson’s corr Independent Cohen’s d Quantitative: determine if there are significant differences What are the attitudes and opinions of the adopted curriculum learners? H. (1999). Ganser, T. (2001). Adams, T. (2003) Mvududu, N. (2005). Method: Survey Type of Data: Nominal, Qualitative Type of Validity: Construct Quantitative: Chi Square test Cronbach Quantitative: determine if there are significant differences What was the level of success of change in the process strategies as viewed by an administrator to encourage the use of looping cards in classrooms for achievement equity? Draper, R. (2002). Friere, P. (2005). National Council of Teachers of Math (2006). Skrla, L. (2009). Method: Interview Type of Data: Nominal, Qualitative Type of Validity: Construct Qualitative: Coded for themes Qualitative: look for categorical and repeating data In examining the success of this study’s teaching strategies on increasing student performance from focus question one, the quantitative data for Groups A through are of a pre-
these strategies were perceived to be effective. A list of interview questions can be found in the Appendix D. The assistant principal of curriculum and instruction involved in the study was interviewed in his office after the EOCT scores were returned from the state. The assistant principal was asked about his feelings regarding direct vocabulary instruction, looping cards, and from an administrator’s point of view of all teachers using looping cards in a standards-based classroom. Validity, Reliability, Dependability, and Bias As a researcher, Winter (2000) states that attempting to delimit phenomena into measurable or common categories can be applied to all subjects and similar situations, the researcher’s methods involve the use of standardized measures so that varying perspectives and experiences of people can be fit into a number of predetermined response categories to which numbers are assigned. The traditional notion of discrimination, or bias, is based on a prohibitive motive, such as gender, race, or national origin. However, there are large, persistent disparities in mathematics achievement related to race and income (National Mathematics Advisory Panel, 2008). The disparate impact of low socioeconomic students’ proficiency on these mandated tests, have been attributed to an unfair curriculum where reading and vocabulary have not been stressed (National Mathematics Advisory Panel, 2008). Focus question one endeavors to integrate vocabulary strategies into the mathematics curriculum to increase proficiency and measure student achievement based on the use of a collaboratively teacher made pre and test and the state administered Mathematics II EOCT. Both tests will produce interval data. Interval data, as described by Salkind (2010), is based on the underlying continuum that we can discuss how much more a higher performance is than a lesser one. The pre- and post-tests and the EOCT are assessments of student knowledge and were
problems and equations. Item 8 Learning new words before I read is helpful. 42.04*** Item 9 It is easier to understand informal definitions used on note cards, than book vocabulary. 73.57*** Item 10 It is helpful when my teacher takes the time to discuss vocabulary. 59.43*** Item 11 Graphic organizers help me to learn information. 17.48** Item 12 Note cards help me to better understand and learn math vocabulary and procedures. 61.17*** Item 13 The vocabulary of the Georgia Performance standards is easy to understand. 20.30*** Item 14 Note cards are a good method to use to become proficient in math class. 61.61*** Item 15 I like to use note when learning new vocabulary or steps in problem 55.96***
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