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Mathematics laboratories and third grade standardized test scores / Ann Marie Anzalotti Laduzenski

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Identifier	Thesis 1570
Author	Laduzenski, Ann Marie Anzalotti
Title	Mathematics laboratories and third grade standardized test scores / Ann Marie Anzalotti Laduzenski
Publisher	Central Connecticut State University
Date	1999
Resource Type	Master's Thesis
Notes	Students in seven Springfield, Massachusetts Schools receive extra mathematics lessons in Mathematics Laboratories. The period for these lessons comes during the time that classroom teachers receive their preparation periods. By contract language, these periods last forty minutes per day. However, the seven schools do vary in the frequency in which the students meet in the mathematics laboratory. The mathematics laboratory teachers usually use manipulatives to problem solve. They offer interesting and challenging lessons to heterogeneous groups. I will be describing the data of the grade three IOWA Test of Basic Skills by examining the Mathematics Total scores. The Iowa scores for each student is my dependent variable. The independent variables are race and gender of students, the total years the mathematics laboratory teacher has taught, the number of years that the teacher has been a mathematics laboratory teacher, the number of mathematics graduate course hours that the mathematics laboratory teacher has completed, the class size of the mathematics laboratory group, and the total hours per year that students attend the mathematics laboratory. I used the Minitab program, because there were nine independent variables. A random sample was chosen to remove any bias toward selecting students. The number of randomly selected students was proportionate to the number of students at Alfred Zanetti School. The researcher needed 30 out of the 43 students from Zanetti School because it had the smallest third grade population. Then,.7 of each schools' third grade population was computed. Washington School =.7 x 59 = 41 Liberty School =.7 x 54 = 38 Lincoln School =.7 x 77 = 54 Dorman School =.7 x 49 = 34 DeBerry School =.7 x 45 = 32 Balliet School =.7 x 52 = 36 These final numbers were the amount of students I randomly selected from each school as my sample. The sample contained 265 students. Dependent variable: IOWA = IOWA Tests of Basic Skills, copyright 1996, 1993, The Riverside Publishing Company. Norms 4/23/95. Test Date 4/98. Form K. Independent variables are: gender = male (0) or female (1). yr in ml = The years that the mathematics laboratory teacher has taught in that setting. cl size = The size of the mathematics laboratory class ml time = The amount of time, in hours, that the students spend in a mathematics laboratory. white = race black = race hispanic = race other = race m cs hr = The amount of mathematics graduate course hours mathematics laboratory teachers had taken. yr tght = The amount of years that the mathematics laboratory teachers had taught. Purpose The purpose of this project is to describe the data as it relates Mathematics Laboratories to third grade standardized test scores. Statement of Need This study is needed to determine the effects of mathematics Laboratories on third grade students IOWA scores. Conclusion Smaller class size, more time on task and highly trained teachers were the three variables that this researcher thought would improve IOWA test scores. However, the data did not support this conclusion. Other tested variables and other untested variables must have influenced the standardized test scores. There was no mention in this research of the role that environment plays and its effects on the described data. Following these same students' academic careers might reveal positive influences on subsequent standardized tests.
Subject	Mathematics -- Study and teaching (Elementary) Iowa Tests of Basic Skills Mathematics -- Testing Educational tests and measurements
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	45224936
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