Date of Award

5-1-2009

Degree Type

Dissertation

University or Center

Clark Atlanta University(CAU)

School

School of Education

Degree Name

Ed.D.

Department

Educational Leadership

First Advisor

Dr. Trevor Turner

Second Advisor

Dr. Ganga Persuad

Third Advisor

Dr. Edward Williams

Abstract

The purpose of this study was to determine if the MOVE IT Math Reform model has had an impact on student achievement and teacher instruction in the area of mathematics. The data for this study were collected in an elementary school in a large metropolitan public school in Georgia, were the majority of the students receive free or reduced meals. Questionnaires were given to students and their teachers in grades first through fifth. To evaluate instruction in the classroom the Observation Based Instructional Assessment (OBIA) tool was used to assess the independent and dependent variables as well as the social interactions. The objectives in the OBIA are rated as lower order thinking skills, higher order thinking skills and dispositions. The dependent variable is the teacher and student outcomes. These are measured in terms of lower and higher level thinking skills and dispositions.

The first part of the study was an ex post facto design to collect data on the variables in order to determine the ones that have the most impact on student achievement. From this analysis, a treatment was developed on the impacting variables which were implemented in the 2007-08 school year? The second part of the study was a quasi-experiment design. Teachers were trained in a staff development program on the treatment in the first weeks of the Fall semester. They implemented the treatment during the remainder of the school year. Data for the investigation were collected via teacher and student questionnaires and the OBTA. The data analyses were accomplished using the Statistical Program for Social Sciences (SPSS) package. Twenty teachers in grades 1 to 5 were selected for this study. The results showed that there was a statistical relationship between student self efficacy in math and student achievement. Therefore, there is a relationship between student self-efficacy in math and student achievement in math. The conclusion drawn from the findings suggest that student self-efficacy impacts student achievement in math. Educators at all levels need to be informed of the impact self-efficacy has on improving student achievement in mathematics and the MOVE IT Math reform model.

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