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Education (Curriculum and Instruction)
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- Creator:
- Handley, Lindsay
- Description:
- The purpose of this work is to determine what reasons fourth grade students choose independent reading books, and what quality and characteristics these books have. Sources of Data This information was obtained through interviewing 18 fourth grade students after a trip to the school library. Conclusions Reached Through the study I found that many students choose books that were part of a series that they had previously read. The most common type of book that was chosen by students were fictional series books.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Gutiérrez, Elizabeth
- Description:
- As stated in the Education Commission of the States (ECS) website, the graduation requirements shown are the minimum course requirements, however, local boards may adopt graduation requirements above and beyond those authorized by the state. In the state of California, a student must complete two units of math while in high school, grades 9-12, and must meet or exceed the Algebra 1 course. If the student met the requirement of Algebra 1 before high school, two years of math are still required, excluding Algebra 1 (ECS, 2007). Algebra is very important for all children to take in their educational career and is also a high school graduation requirement in California. The students are also learning problem solving strategies and applying algebra to solving real world situations. Researchers and teachers have investigated many strategies of effective studying in an effort to improve student assessment scores. Research by Duncan (2007) found that individual students will perform slightly better on exams if they prepare reference notes to use for their exams. The effect of making and using a note card during quizzes, however, has not been explored in high school Algebra 1 classes. Data was collected and pooled from students in two high school algebra 1 classes whom currently attend a suburban public high school located in Northern California. This mixed methods study occurred over the course of one algebra 1 unit, which consisted of two quizzes and one unit test. The experimental group consisted of one algebra 1 high school class that was allowed to use one 3" x 5" note card on each quiz, but not the test. The control group consisted of another algebra 1 high school class that were not allowed any use of a note card. There was a pre-test, two quizzes, end of unit test (post-test), and finally a post-post-test that was given after a couple of weeks to see if they retained the information. There was also a survey that included open-ended questions, provided qualitative data, and was conducted using pre-test and post-test. Although the results of this research did suggest that the use of note cards was significantly related to achievement for one specific subgroup and not the whole sample, a teacher may want to consider adopting the idea of making and using note cards on specific assessments at a students' early stage of education, so they become familiar with the process prior to high school. Students can be taught the strategy of thinking about what is known and unknown and how using a note card to quantify critical information may be helpful to learning the material.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
33. The gender differences in mathematics achievement in geometry using manipulatives based instruction
- Creator:
- Pon, Sarah Jean
- Description:
- The United States is currently underperforming in mathematics and technology. Many studies have shown differences gender differences for specific learning styles and achievement in math. Other factors, such as math self-concept and societal stereotypes also effect male and female interest and progress in math learning. Additionally, studies have indicated that instructional strategies using manipulatives and targeting spatial ability have improved the math learning of both males and females, specifically in the elementary years. The purpose of this thesis is to examine whether students’ gender impacts their math achievement in a Geometry unit, when instruction is designed to tie concrete manipulatives tools to abstract math concepts. vi Sources of Data The research was conducted at a K-6 public school in a suburban area in Yolo County. The subjects included 32 fourth graders with diverse backgrounds from one classroom. The students consisted of 21 boys and 11 girls. All students were given the same instruction, practice and assessment during the Geometry unit. Instruction consisted of manipulatives-based strategies, including model building and manipulatives sorts where students identified and classified shapes based on their characteristics. All participants completed a pre-test, post-test, and post-post-test to analyze the mean growth differences for males and females. Conclusions Reached The data indicated that there was a significant difference in the mean growth for male and female students from the pre-test to post-test in their overall test scores. Male participants had a greater mean score growth for the pre-test to post-test in their composite score. An additional finding was also significant, indicating that females’ mean growth from post-test to post-post-test was greater for both the composite score and open-ended question portion of the test.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Dickeron, Heather R.
- Description:
- As students transition from elementary school to middle school, and onto high school, parental involvement declines. Yet, research shows that parents can be a source of promoting academic excellence for students. However, with limited parental involvement in students’ academics, students tend to fall behind which results in them having to re-take core classes such as Algebra 1. Some students take Algebra 1 multiple times before passing the course. Thus, these students may benefit from the additional support and involvement of their parents. Students, parents and teachers working together as a team can promote academic excellence for each individual student. This study uses a quantitative data in the collection of signed and returned grade reports for 90 students in three Algebra 1 repeater classes as a means to determine if there is a correlation between the number of returned signed grade reports to the percent of completed homework assignments and the student’s final overall grade. The students were given grade reports on a pre-determined interval of weekly, bi-monthly or monthly for the first semester of the academic school year. Varying the distribution frequencies and if a correlation does exist, then which group of students would have the better percent of completed homework assignments and final grades? Grade reports opened an increased line of communication between the student, parent and teacher. Individual printed grade reports allowed students and their parents to see a very detailed report of their grade and helped the parents to be more aware of their child’s academic progress. Each of the groups had strengths in the data collected. Group A had the best average return rate, while Group B had the highest final class grade averages, and Group C had the highest rate of completed of homework assignments, indicating that increased communication at any interval could contribute to the academic success of the students. It appears that bi-monthly reports allow for an adequate amount of time to see how a student is progressing in the class as well as provide sufficient time for the student to make up a reasonable amount of work when necessary. Grade reports were a great form of written communication to help keep parents well informed about their child’s academic progress.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- West-Nawrocki, Carlena
- Description:
- Statement of Problem Currently, a disproportionately small number of African American males are graduating from colleges and universities throughout the United States. The academic pipeline begins in Kindergarten and continues in higher education, where more Black males go to prison than to colleges or universities. This study investigates the factors that can promote academic success among African American males. Sources of Data This research study utilizes phenomenology, a type of qualitative research that collects data from personal, narrative interviews to understand a particular phenomenon. This investigator collected data from narrative interviews with five successful African American male graduates of California State University, Sacramento to develop a rich understanding of their choices, challenges, and triumphs. Conclusions Reached This data revealed changes required to support the success of African American males. To support African American males’ success in higher education, there needs to be cultural sensitivity toward African American males’ attitudes regarding spirituality, each department should secure mentors for this population, and financial support should be established in the form of scholarships allowing disadvantaged students a true opportunity to obtain an education.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Ledesma, Luz
- Description:
- The focus of this study was twofold. First, the research aimed to determine if academic achievement would be improved by working in groups versus working individually. To accomplish this goal, the researcher compared three chapter exam scores between the traditional and cooperative classes. Secondly, the study was also designed to collect the students’ attitudes toward mathematics in general and cooperative learning in specific. Quantitative data was collected through grade scores and a likert scale survey. Student achievement was analyzed by comparing changes in the mean tests scores and their respective 95% confidence intervals between the traditional and cooperative groups. Students’ attitudes toward math were captured through a 4-point scale Likert survey. Qualitative data was based on an open-ended survey regarding students’ attitudes regarding cooperative learning. Quantitative data did not reveal any difference between the traditional and cooperative classes. Qualitative data showed that students prefer to work in groups rather than individually.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Hernandez Hernandez, Elden O.
- Description:
- The purpose of this study is to examine the challenges facing undocumented Latino scholars, as well as the challenges faced by scholars with mixed-status parents. The researcher will specifically be looking into institutional and systemic challenges faced by undocumented Latino students and the children of undocumented parents. The researcher will identify and survey undocumented college students and students whose parents are undocumented to assess their perspectives on the challenges they face and how they have dealt with those challenges. Research on the topic of the challenges face by the undocumented population in their pursuit of higher education is mounting including Baum and Flores’ (2011). In their research, they reported that there are several institutional and systemic factors that impact the educational attainment of undocumented Latino students. Some of these factors are “inadequate information about college opportunities and how to access them, cultural differences, citizenship issues, language barriers, and, too frequently, discrimination” (p. 172).
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Pane, Ashleigh Nicole
- Description:
- The purpose of this work was to gain insight on three different teaching strategies: study guides, Socratic Seminars, and Cornell Notes, and their impact on reading comprehension levels. To accomplish this goal, the researcher compared chapter quizzes from the novel The Hunger Games, by Suzanne Collins (2008) between the three treatment groups. In addition, the study was designed to examine students’ attitudes towards reading. Quantitative data was obtained through chapter quiz scores as well as a Likert scale survey. Student achievement was analyzed by comparing mean test scores between the study guide group, the Socratic Seminar group, and the Cornell Note group. Students completed a 5-point, Likert scale survey regarding their attitudes towards reading. Qualitative data was obtained through open-ended survey questions regarding attitudes towards reading. Quantitative data did not reveal any statistical differences between the three teaching methods. Qualitative data revealed that students enjoy reading and that they look forward to reading in class.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Trujillo Chrisman, Deanna Rachel
- Description:
- The purpose of this study is to examine if student independent reading choices align with Common Core reading standards by examining book choices via independent reading logs. In fourth grade, Common Core standards require classroom teachers to begin to use 50% informational text as part of their English Language Arts program (2013).
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)
- Creator:
- Ross, Lisa Carmen
- Description:
- This study seeks to add to the underdeveloped body of literature detailing the benefits of dance education. This study examined the attitudes and perceptions of beginning level dance students before their participation in a dance technique course and again at the conclusion of the course to determine if the students’ attitudes and perceptions changed about dance on a personal and social level. Data was collected from five sections of beginning level dance technique courses. This data provided the researcher with necessary information to answer the research questions. A pre-and post-survey was given to students which contained demographic questions, yes or no response questions, and open-ended questions. The demographic questions and the yes or no questions determined the demographic of students and their level of previous dance training. The open-ended questions allowed students to provide a narrative of their experience within the process of studying dance technique. The demographic data and the yes or no response data was analyzed using Excel Spreadsheet programming. The qualitative data was analyzed using a thematic approach and coding sheets. The qualitative data analysis revealed themes that suggested students did have a personal and social connection through the study of dance technique, including enhancing kinesthetic learning, an improved sense of overall well-being, and a positive effect on academic studies.
- Resource Type:
- Thesis
- Campus Tesim:
- Sacramento
- Department:
- Education (Curriculum and Instruction)