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A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level./
作者:	Buschman, Matthew Walker.
面頁冊數:	1 online resource (120 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9798438740582

A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level.
Buschman, Matthew Walker.

A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level. - 1 online resource (120 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--Lindenwood University, 2022.

Includes bibliographical references

The COVID-19 Pandemic has presented the educational system with challenges that have caused adaptive instruction techniques for all student populations in one way or another. The researcher chose to focus specifically on the impact of adaptive instruction as a result of the COVID-19 Pandemic in the area of mathematics by evaluating student growth on STAR Math Assessments at the Middle School level for a Midwest Public School District. Through evaluating the data from pre-adaptive instruction to post-adaptive instruction as a result of COVID-19, the researcher aimed to identify possible declines in growth as a result of adaptive learning from the entire population, students who learned at-home versus students who learned in the classroom, students with 504 plans, students with IEPs, Asian students, Black students, Hispanic students, White students, and students who receive free or reduced meal plans. For this study, student growth was defined as the change (increase or decrease) from consecutive mathematic STAR Assessment scores. The researcher utilized left-tailed t-tests of dependent and independent means to determine statistical significance on student growth. By completing the quantitative analyses through utilizing populations derived from the total student population of 4,982 students, the researcher found there was not a statistically significant decline in growth for the entire population, students who learned at-home versus students who learned in the classroom, students with IEPs, Asian students, Black students, Hispanic students, White students and students who receive free or reduced meal plans. There was a statistically significant decline in student growth for students with 504 plans. The researcher suggests future studies to analyze the correlation between parent support and student success learning at home, and identify if there was a correlation between students with anxiety or other mental health illnesses and a decline in growth across all content areas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798438740582Subjects--Topical Terms:

1148686
Mathematics education.
Subjects--Index Terms:

Adaptive instructionIndex Terms--Genre/Form:

554714
Electronic books.

A Quantitative Study on the Impact of Adapted School Instruction as a Result of COVID-19 Pandemic on Student Standardized Math Scores in a Midwest Public School District at the Middle School Level.
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